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Advisor(s)
Abstract(s)
A perspectiva psicogenética do desenvolvimento da
linguagem escrita formulada por Ferreiro, parece apresentar
algumas lacunas no que respeita ao modo como
se processa a transição entre diferentes níveis conceptuais.
Procurámos, neste artigo, contribuir para a compreensão
de como se processa a transição entre a hipótese
silábica e o começo da fonetização da escrita em
crianças de idade pré-escolar.
Partimos da hipótese de que os conhecimentos infantis
relativos ao nome das letras interagem com a
análise que crianças silábicas, que ainda não fonetizam
a escrita, fazem dos segmentos orais das palavras
permitindo-lhes chegar a uma produção escrita em que
os sons do oral começam a ser representados por letras
convencionais. O mesmo não se passa com crianças
pré-silábicas.
Trabalhámos com uma amostra de 38 crianças, 23
silábicas e 15 pré-silábicas em idade pré-escolar, a
quem pedimos que escrevessem um conjunto de
palavras possuidoras de elementos fonológicos facilitadores
em que o som inicial de cada uma delas coincide
com o do nome de uma letra conhecida pela
criança, assim como de um conjunto de palavras controlo.
Os resultados obtidos mostram que a introdução de
palavras facilitadoras de uma análise das correspondências
entre o oral e o escrito, conduz as crianças silábicas
a fonetizar esse som inicial, o mesmo não se
passando com crianças pré-silábicas.
The psychogenetic perspective on written language development proposed by Ferreiro, seems to present some gaps concerning the processes inherent to the transistion between different conceptual levels. In this article, we aim to contribute for the understanding of the processes underlying the transition between the syllabic hypothesis and the first steps on writing phonetization among kindergarten children. We start from the hypothesis that childrens' knowledge about the name of the letters interact with the analysis that syllabic children, who still do not phonetize the writing, make of the word oral segments, allowing them to achieve a written production where the oral sounds start to be represented by conventional letters. On the contrary, we expect that pre-syllabic children do not achieve this conceptual level. Of the 38 children who participated, 23 were syllabic and 15 pre-syllabic. We asked them to write a set of words where the initial sound of each one of them coincides with the one of the name of a letter known by the child, as well as a set of control words. Overall, findings suggest that, in contrast with presyllabic children, the introduction of facilitating words of an analysis of the correspondences beiween oral and writing, prompt the syllabic children to phonetize this initial sound.
The psychogenetic perspective on written language development proposed by Ferreiro, seems to present some gaps concerning the processes inherent to the transistion between different conceptual levels. In this article, we aim to contribute for the understanding of the processes underlying the transition between the syllabic hypothesis and the first steps on writing phonetization among kindergarten children. We start from the hypothesis that childrens' knowledge about the name of the letters interact with the analysis that syllabic children, who still do not phonetize the writing, make of the word oral segments, allowing them to achieve a written production where the oral sounds start to be represented by conventional letters. On the contrary, we expect that pre-syllabic children do not achieve this conceptual level. Of the 38 children who participated, 23 were syllabic and 15 pre-syllabic. We asked them to write a set of words where the initial sound of each one of them coincides with the one of the name of a letter known by the child, as well as a set of control words. Overall, findings suggest that, in contrast with presyllabic children, the introduction of facilitating words of an analysis of the correspondences beiween oral and writing, prompt the syllabic children to phonetize this initial sound.
Description
Keywords
Linguagem escrita Nome das letras Níveis conceptuais Written language Conceptual levels
Citation
Análise Psicológica, 1(17), 49-63.
Publisher
Instituto Superior de Psicologia Aplicada