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Consciência fonológica e aprendizagem da leitura: Mais uma versão da velha questão da galinha e do ovo
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Abstract(s)
Este artigo procura analisar a relação entre o desenvolvimento
das competências fonológicas e a evolução
das conceptualizações infantis sobre a escrita em
crianças pré-silábicas, através de dois estudos empíricos.
No primeiro procurou-se proceder a um treino
no sentido de induzir uma restruturação das representações
das crianças sobre a escrita. O treino revelou-
se eficaz no sentido de fazer evoluir as crianças
para um nível conceptual silábico. Por outro lado
verificou-se nas crianças submetidas a este programa
uma evolução das suas competências de análise do
oral sobretudo ao nível da manipulação de unidades
silábicas. No segundo estudo procedeu-se a um programa
de treino fonológico com incidência nas unidades
silábicas. Este treino permitiu uma evolução significativa
das crianças ao nível das suas competências
fonológicas, e teve igualmente reflexos nas representações
infantis sobre a escrita na medida que as produções
das crianças passaram a ser reguladas pela
hipótese silábica.
This article tries to analyse the relationship between the development of phonological competence and the evolution of children´s conceptions about written language, in pré-syllabic children through two empirical studies. In the first one we used a training programme with the purpose of producing changes in the way children represent written language. The trainning was efficient since all the children progressed to a level that represents written language related to the syllabic hypothesis. Also the children that were submitted to this programme made progress in their phonological skills, most of all in their abilities to manipulate syllabic units. The second research is centered in a phonological training programme focused in the syllabic units. Through this training programme the children made significant progress in their phonological skills, but this programme had also implications in the way children represent written language, since their written productions became regulated by the syllabic hypothesis.
This article tries to analyse the relationship between the development of phonological competence and the evolution of children´s conceptions about written language, in pré-syllabic children through two empirical studies. In the first one we used a training programme with the purpose of producing changes in the way children represent written language. The trainning was efficient since all the children progressed to a level that represents written language related to the syllabic hypothesis. Also the children that were submitted to this programme made progress in their phonological skills, most of all in their abilities to manipulate syllabic units. The second research is centered in a phonological training programme focused in the syllabic units. Through this training programme the children made significant progress in their phonological skills, but this programme had also implications in the way children represent written language, since their written productions became regulated by the syllabic hypothesis.
Description
Keywords
Consciência fonológica Conceptualizações infantis sobre a escrita Aprendizagem da leitura Phonological awareness Conceptions about written language Reading acquisition
Citation
Análise Psicológica, 15 (2), 283-303
Publisher
ISPA - Instituto Superior de Psicologia Aplicada