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Habilidades Iniciais de alfabetização em português: Pesquisa transcultural em Portugal e no Brasil
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Abstract(s)
O principal objetivo deste estudo foi avaliar os efeitos de um programa de treino de escrita inventada na aprendizagem de habilidades
iniciais de alfabetização em crianças pré-escolares falantes de língua portuguesa. Participaram 79 crianças de educação
infantil em Portugal e no Brasil. Constituíram-se quatro grupos (um grupo experimental e um grupo controle em cada país)
equivalentes no conhecimento do alfabeto, inteligência não verbal e consciência fonológica (silábica e fonêmica). Foi realizado
um pré/pós-teste de escrita e leitura. No período intermédio, os grupos experimentais participaram de atividades de escrita
inventada e os grupos controle na leitura de livros infantis. No pós-teste, os resultados dos grupos experimentais foram superiores
aos dos grupos controle nas tarefas de escrita e leitura. Além disso, os resultados foram equivalentes nos dois países, o que
sugere que as atividades de escrita inventada promovem habilidades de alfabetização de pré-escolares falantes de duas variantes
do português: europeu e brasileiro.
ABSTRACT: The main goal of this study was to assess the effects of an invented spelling training programme in the early stages of literacy of preschool Portuguese-speaking children. It encompassed 79 children from Portugal and Brazil. There were four equivalent groups (one experimental group and one control group in each country) and various control measures: knowledge of the alphabet, non-verbal intelligence and phonological awareness (syllabic and phonemic). A reading and spelling pre/post-test was carried out. During the intermediate period the experimental groups participated in invented spelling activities, and the control groups read children’s books. The results of the post-test have shown that the experimental groups reached higher levels in both reading and spelling as compared to the control groups. This evolution pattern was found in both countries, thus suggesting that invented spelling activities promote early literacy skills of preschool children speaking two Portuguese variants: European and Brazilian.
ABSTRACT: The main goal of this study was to assess the effects of an invented spelling training programme in the early stages of literacy of preschool Portuguese-speaking children. It encompassed 79 children from Portugal and Brazil. There were four equivalent groups (one experimental group and one control group in each country) and various control measures: knowledge of the alphabet, non-verbal intelligence and phonological awareness (syllabic and phonemic). A reading and spelling pre/post-test was carried out. During the intermediate period the experimental groups participated in invented spelling activities, and the control groups read children’s books. The results of the post-test have shown that the experimental groups reached higher levels in both reading and spelling as compared to the control groups. This evolution pattern was found in both countries, thus suggesting that invented spelling activities promote early literacy skills of preschool children speaking two Portuguese variants: European and Brazilian.
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Keywords
Linguagem escrita Leitura Habilidades metalinguísticas Alfabetização Educação infantil Written language Reading Metalinguistic skills Literacy Early childhood education
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ediPUCRS