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Publication
Impacto de um programa de literacia emergente em crianças do pré-escolar
Advisor(s)
Abstract(s)
Esta investigação tem como principal objetivo avaliar a eficácia de um Programa de Literacia Emergente, realizado em contexto de sala de aula, com crianças a frequentar o ensino pré-escolar. Neste sentido, pretende-se perceber o impacto que o programa possui relativamente a competências de consciência fonológica (ao nível da sílaba e do fonema), conhecimento do alfabeto, escrita e leitura, tendo em conta que esta última competência nunca foi trabalhada ao longo do programa. No estudo participaram 40 crianças com idades compreendidas entre os 5 e 6 anos de duas salas do ensino pré-escolar de um colégio privado, na região de Lisboa. Uma vez que este programa tinha como objetivo ser implementado em sala de aula, com o envolvimento do educador de infância, e para preservar o contexto naturalístico no qual foi desenvolvido, a uma das salas foi atribuído o grupo experimental e a outra o grupo de controlo, sendo esta atribuição feita aleatoriamente. Os grupos eram equivalentes em termos de idade, nível de instrução dos pais, nomeação rápida, consciência silábica e fonémica e conhecimento do alfabeto. O estudo realizou-se em três momentos específicos, mais concretamente: uma primeira fase de pré-testes, um segundo momento de implementação do Programa de Literacia Emergente e uma última fase de pós-testes. As crianças do grupo de controlo mantiveram as atividades normalmente utilizadas em contexto de sala e determinadas no projeto educativo do colégio para o pré-escolar. O programa experimental decorreu ao longo de 12 sessões, com frequência bissemanal e duração de 60 minutos por sessão e consistiu em tarefas diversificadas que trabalhavam, maioritariamente, consciência fonológica, conhecimento das letras e escritas inventadas. Os dados recolhidos no final da intervenção apontam para melhorias significativas no desempenho das crianças em todas as competências avaliadas, mostrando uma generalização dos conhecimentos para a leitura de palavras.
ABSTRACT: The aim of this research is to evaluate the effectiveness of an Emergent Literacy Program, carried out in a classroom setting with pre-school children. The aim is to understand the program's impact on phonological awareness skills (at the syllable and phoneme level), knowledge of the alphabet, writing and reading, bearing in mind that the latter skill was never worked on during the program. The study involved 40 children aged between 5 and 6 from two pre-school classrooms in a private school in the Lisbon region. Since this program was intended to be implemented in the classroom, with the involvement of the kindergarten teacher, and in order to preserve the naturalistic context in which it was developed, one of the classrooms was assigned the experimental group and the other the control group, and this assignment was made randomly. The groups were equivalent in terms of age, parents' level of education, rapid naming, syllabic and phonemic awareness and knowledge of the alphabet. The study took place in three specific phases: a first pre-test phase, a second phase of implementing the Emergent Literacy Program and a final post-test phase. The children in the control group maintained the activities normally used in the classroom and determined in the school's educational project for pre-school. The experimental program took place over 12 sessions, twice a week and lasting 60 minutes per session. It consisted of a variety of tasks that mainly worked on phonological awareness, knowledge of letters and invented writing. The data collected at the end of the intervention points to significant improvements in the children's performance in all the skills assessed, showing a generalization of knowledge for reading words.
ABSTRACT: The aim of this research is to evaluate the effectiveness of an Emergent Literacy Program, carried out in a classroom setting with pre-school children. The aim is to understand the program's impact on phonological awareness skills (at the syllable and phoneme level), knowledge of the alphabet, writing and reading, bearing in mind that the latter skill was never worked on during the program. The study involved 40 children aged between 5 and 6 from two pre-school classrooms in a private school in the Lisbon region. Since this program was intended to be implemented in the classroom, with the involvement of the kindergarten teacher, and in order to preserve the naturalistic context in which it was developed, one of the classrooms was assigned the experimental group and the other the control group, and this assignment was made randomly. The groups were equivalent in terms of age, parents' level of education, rapid naming, syllabic and phonemic awareness and knowledge of the alphabet. The study took place in three specific phases: a first pre-test phase, a second phase of implementing the Emergent Literacy Program and a final post-test phase. The children in the control group maintained the activities normally used in the classroom and determined in the school's educational project for pre-school. The experimental program took place over 12 sessions, twice a week and lasting 60 minutes per session. It consisted of a variety of tasks that mainly worked on phonological awareness, knowledge of letters and invented writing. The data collected at the end of the intervention points to significant improvements in the children's performance in all the skills assessed, showing a generalization of knowledge for reading words.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação
Keywords
Literacia emergente Pré-escolar Leitura Escrita Consciência fonológica Conhecimento do alfabeto Emergent literacy Preschool Reading Writing Phonological awareness Alphabet knowledge