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As crianças e a aprendizagem da escrita e da leitura : Impacto de dois programas de escritas inventadas em situação de pequeno grupo
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Abstract(s)
O presente estudo tem como objetivo, verificar a eficácia de dois programas de escritas inventadas, com metodologias distintas, nomeadamente um programa interventivo com uma metodologia desenvolvida por Martins, Albuquerque, Salvador e Silva (2013) e outro com uma metodologia desenvolvida por Ouellette e Sénéchal (2008 a e b; 2013) e o seu impacto na aprendizagem da leitura precoce e na evolução das produções escritas das crianças, em idade pré-escolar e em situação de pequenos grupos. Participaram 30 crianças, entre os 5 e os 6 anos de idade, que não sabiam ler nem escrever. Os participantes foram distribuídos por 2 grupos experimentais e 1 de controlo. Todos os participantes eram estatisticamente equivalentes, no momento do pré-teste, no que respeita às suas idades, inteligência, conhecimento das letras e consciência fonológica. No momento do pré e pós-teste, as escritas inventadas das crianças e a sua capacidade de leitura, foram avaliadas, através de 40 palavras. O grupo experimental 1 realizou um programa de escritas inventadas, baseado na metodologia de Martins, Albuquerque, Salvador e Silva (2013), enquanto o grupo experimental 2, realizou um programa de escritas inventadas baseado na metodologia desenvolvida por Ouellette e Sénéchal (2008 a,b; 2013). Ao grupo de controlo foram lidas histórias. Os resultados obtidos demonstraram haver diferenças significativas entre as diferentes metodologias. Verificou-se que as metodologias de ambos os grupos experimentais foram eficazes, no entanto, o grupo experimental 1, apresentou um maior número de fonetizações, durante a prova de escrita e um maior número de letras descodificadas, durante a prova de leitura de palavras, em comparação com o grupo experimental 2, no momento do pós-teste. Deste modo, verifica-se uma maior eficácia do programa de escritas inventadas aplicado ao grupo experimental1, que obteve os resultados mais expressivos.
ABSTRACT: The present study has the aim of verifying the effectiveness of two invented spelling programs, with distinct methodologies, namely na interventive program with a methodology developed by Alves Martins & Silva (2006; 2009) and Martins, Albuquerque, Salvador & Silva (2013), and another with a methodology developed by Ouellette & Sénéchal (2008 a, b; 2013) and its impact on the learning of early reading and on the evolution of the written productions by children, in pre-school age when part of small groups. 30 children participated, between 5 and 6 years of age, who didn’t know how to read or how to write. The participants were distributed among 2 experimental groups and 1 control group. All the participants were statistically equivalente, in the pre-test moment, regarding their ages, intelligence, letter knowledge and phonological awareness. During the pre-test and the post-test, the invented spellings and reading ability of the children, were evaluated through the use of 40 words, never used in tests before, during the 10 intervention sessions. Experimental group 1, had an invented spelling program, based on the methodology of Alves Martins & Silva (2006; 2009) and Martins, Albuquerque, Salvador & Silva (2013), meanwhile, experimental group 2, had an invented spelling program based on the methodology developed by Ouellette & Sénéchal (2008 a,b; 2013). In the control group, stories were read. The obtained results demonstrate significative differences between the different methodologies. It was verified that the methodologies of both experimental groups were effective, however, in experimental group 1, there was a bigger number of phonetizations during the word writing task and a greater number of decodified words during the word reading task, in contrast to experimental group 2, in the post-test moment. In this way, a greater efficiency was observed in the invented spelling program applied to experimental group 1, which had the most expressive results.
ABSTRACT: The present study has the aim of verifying the effectiveness of two invented spelling programs, with distinct methodologies, namely na interventive program with a methodology developed by Alves Martins & Silva (2006; 2009) and Martins, Albuquerque, Salvador & Silva (2013), and another with a methodology developed by Ouellette & Sénéchal (2008 a, b; 2013) and its impact on the learning of early reading and on the evolution of the written productions by children, in pre-school age when part of small groups. 30 children participated, between 5 and 6 years of age, who didn’t know how to read or how to write. The participants were distributed among 2 experimental groups and 1 control group. All the participants were statistically equivalente, in the pre-test moment, regarding their ages, intelligence, letter knowledge and phonological awareness. During the pre-test and the post-test, the invented spellings and reading ability of the children, were evaluated through the use of 40 words, never used in tests before, during the 10 intervention sessions. Experimental group 1, had an invented spelling program, based on the methodology of Alves Martins & Silva (2006; 2009) and Martins, Albuquerque, Salvador & Silva (2013), meanwhile, experimental group 2, had an invented spelling program based on the methodology developed by Ouellette & Sénéchal (2008 a,b; 2013). In the control group, stories were read. The obtained results demonstrate significative differences between the different methodologies. It was verified that the methodologies of both experimental groups were effective, however, in experimental group 1, there was a bigger number of phonetizations during the word writing task and a greater number of decodified words during the word reading task, in contrast to experimental group 2, in the post-test moment. In this way, a greater efficiency was observed in the invented spelling program applied to experimental group 1, which had the most expressive results.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Escrita inventada Leitura Crianças em idade pré-escolar Conflito sócio-cognitivo Invented spellings Reading Pre-school children Sociocognitive conflict