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Publication
Dois programas de escrita inventada em pequeno grupo com crianças de idade pré-escolar
Advisor(s)
Abstract(s)
O presente estudo insere-se no quadro teórico da psicologia da leitura e escrita. O principal objetivo foi o de testar a eficácia de dois programas de escrita inventada onde as palavras apresentadas surgiam de contextos e em que a sequência de apresentação das consoantes foi variada.
Foi realizada uma investigação experimental que contou com a participação de 26 crianças do pré-escolar. As crianças foram divididas em 3 grupos equivalentes: dois grupos experimentais e um de controlo. O estudo decorreu em várias fases: (i) seleção dos participantes, (ii) pré-teste; (iii) programa de intervenção de escrita; (iv) pós-teste. Partiu-se da hipótese de que ambos os programas seriam eficazes no desenvolvimento da escrita e da leitura, para as crianças que participaram no programa. As sessões experimentais foram realizadas em pequeno grupo (4 crianças) durante 10 sessões, onde as crianças debatiam e chegavam a um consenso sobre a forma correta de escrever determinadas palavras. O adulto mediava a discussão. Todas as palavras apresentadas durante as sessões estavam inseridas em histórias, música, lengalengas e poemas, que eram lidos no início de cada sessão. Ao grupo de controlo foram lidos os materiais utilizados nas sessões do grupo experimental mas não participaram em atividades de escrita.
Os resultados foram analisados comparando o desenvolvimento das crianças dos vários grupos na escrita e na leitura do pré para o pós-teste. Foram encontradas diferenças significativas entre os dois grupos experimentais e o grupo de controlo, demonstrando assim a eficácia deste tipo de programas no desenvolvimento da escrita e da leitura.
ABSTRACT: This study was developed within the theoretical frame work of reading and spelling psychology. The present study sought to test the effectiveness of two invented spelling programs, in which contextualized words were presented. An experimental research was carried with 26 preschool children who could not read or write. They were divided in 3 equivalent groups- two experimental groups and one control group. The study had four stages: (i) participants selection, (ii) pre-test; (iii) spelling intervention program, (iv) post-test. Our assumption was that both programs would be effective on the development of writing and reading, for those children who participated in the experimental groups, when compared to those in the control group. Experimental sessions were conducted in small groups (4 children) over the course of 10 sessions, were the spelling of different words was discussed by children till they reached an agreement. The adult mediated the discussions. All words presented during the 10 sessions were part of stories, songs, nursery rhymes and poems, read at the beginning of each session. Children in the control group were read the same material as the experimental groups but didn’t participate in the writing activities. The results were analyzed by comparing development of children's writing and reading from pre to post-test between the various groups. Statistically significant differences were found between the two experimental groups and the control group, proving the effectiveness of these programs on the development of writing and reading.
ABSTRACT: This study was developed within the theoretical frame work of reading and spelling psychology. The present study sought to test the effectiveness of two invented spelling programs, in which contextualized words were presented. An experimental research was carried with 26 preschool children who could not read or write. They were divided in 3 equivalent groups- two experimental groups and one control group. The study had four stages: (i) participants selection, (ii) pre-test; (iii) spelling intervention program, (iv) post-test. Our assumption was that both programs would be effective on the development of writing and reading, for those children who participated in the experimental groups, when compared to those in the control group. Experimental sessions were conducted in small groups (4 children) over the course of 10 sessions, were the spelling of different words was discussed by children till they reached an agreement. The adult mediated the discussions. All words presented during the 10 sessions were part of stories, songs, nursery rhymes and poems, read at the beginning of each session. Children in the control group were read the same material as the experimental groups but didn’t participate in the writing activities. The results were analyzed by comparing development of children's writing and reading from pre to post-test between the various groups. Statistically significant differences were found between the two experimental groups and the control group, proving the effectiveness of these programs on the development of writing and reading.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Escrita inventada Programas de intervenção Crianças do pré-escolar Contextos Invented spelling Intervention programs Preschool children Context