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Que relações existem entre a escrita, a consciência fonológica e conhecimento de letras em crianças de pré-escolar
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Abstract(s)
A aquisição da linguagem escrita inicia-se antes do ensino formal. O presente estudo teve como objetivo principal analisar a relação existente entre escrita, consciência fonológica e conhecimento das letras em crianças do último ano do pré-escolar. Participaram 46 crianças de cinco anos de seis salas de uma mesma instituição. Foi avaliada a escrita de palavras, a consciência silábica, a consciência fonémica através de provas de classificação da sílaba/fonema inicial e o conhecimento do nome e som das letras. Os resultados demonstraram que a escrita, avaliada através do número de letras que as crianças foram capazes de representar em cada palavra – número global de fonetização, apresentou correlações mais fortes com o conhecimento do som das letras do que com o nome das letras; que o número global de fonetizações apresentou correlações moderadas com a consciência silábica e fonémica e que o conhecimento das letras correlacionou-se mais fortemente com a consciência fonémica do que com a consciência silábica. Este estudo, também, teve o objetivo de analisar a qualidade e a consistência dessas fonetizações, tendo sido utilizada uma metodologia qualitativa. Verificou-se que as crianças fonetizaram mais as vogais do que as consoantes. As escritas das crianças podem evoluir e retroceder durante a entrevista e crianças com o mesmo nível de escrita podem ter formas diferentes de refletir sobre a linguagem oral. Esta investigação vem reforçar a importância de práticas educativas promotoras do desenvolvimento de capacidades linguísticas.
The acquisition of written language starts before formal education. The aim of this study was to analyse the relationship between writing, phonological awareness and knowledge of letters in children attending the last year of preschool. The participants were 46 five-year-old children from six classrooms in the same institution. All children were evaluated in word writing, syllabic awareness, phonemic awareness through the initial syllable / phoneme classification test and knowledge of the name and sound of the letters. The results showed that the writing, evaluated through the number of letters that the children were able to write in each word – global number of phonetizations, presented stronger correlations with the knowledge of the sound of the letters than with the name of the letters; that the global number of phonetizations showed moderate correlations with syllabic and phonetic awareness; and that the knowledge of letters correlated more strongly with phonemic awareness than with syllabic awareness. This study, also aimed to analyse the quality and consistency of these phonetizations, using a qualitative methodology. It was found that the children phonetized more vowels than consonants. The children's writings can improve and go back during the interview and children with the same level of writing may have different ways of thinking about spoken language. This investigation shows the importance of educational practices that promote the development of language abilities.
The acquisition of written language starts before formal education. The aim of this study was to analyse the relationship between writing, phonological awareness and knowledge of letters in children attending the last year of preschool. The participants were 46 five-year-old children from six classrooms in the same institution. All children were evaluated in word writing, syllabic awareness, phonemic awareness through the initial syllable / phoneme classification test and knowledge of the name and sound of the letters. The results showed that the writing, evaluated through the number of letters that the children were able to write in each word – global number of phonetizations, presented stronger correlations with the knowledge of the sound of the letters than with the name of the letters; that the global number of phonetizations showed moderate correlations with syllabic and phonetic awareness; and that the knowledge of letters correlated more strongly with phonemic awareness than with syllabic awareness. This study, also aimed to analyse the quality and consistency of these phonetizations, using a qualitative methodology. It was found that the children phonetized more vowels than consonants. The children's writings can improve and go back during the interview and children with the same level of writing may have different ways of thinking about spoken language. This investigation shows the importance of educational practices that promote the development of language abilities.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Pré-escolar Escrita Consciência Silábica Consciência Fonémica Conhecimento das Letras Preschool Writing Syllabic awareness Phonemic awareness Letter knowledge