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Competências literacia emergente e desempenho da leitura e escrita em crianças do pré-escolar
| Name: | Description: | Size: | Format: | |
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| 1.72 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A literacia emergente tem vindo a demonstrar um papel importante no pré-escolar, pois
contribui para a construção de bases para a aprendizagem da leitura e escrita, envolvendo
competências como consciência fonológica, conhecimento das letras do alfabeto e dos
seus respetivos sons, escritas inventadas e nomeação rápida. Nesse sentido, o objetivo
principal deste trabalho consistiu na caracterização das competências de literacia
emergente em alunos entre os 5 e 6 anos a frequentar o último ano do pré-escolar.
Adicionalmente, procurou-se perceber de que modo estão relacionadas as competências
em consciência fonológica, conhecimento do alfabeto e nomeação rápida com as
capacidades precoces de leitura e escrita das crianças. No total, participaram 51 crianças
de três turmas de pré-escolar de uma escola privada: Sala 1 (turma heterogénea), Sala
2(turma homogénea), Sala 3 (turma homogénea) – isto é, a turma heterogénea (ou mista)
integrava alunos de 4/5 anos e a turma homogénea integrava apenas alunos de 5/6 anos.
Para a caracterização das competências das crianças foram utilizadas as seguintes provas:
conhecimento do nome e som das letras, duas provas (classificação da sílaba inicial e do
fonema inicial) da Bateria de Provas de Consciência fonológica (Silva, 2002), prova de
leitura emergente, prova de escritas inventadas e nomeação rápida. Os resultados obtidos
permitem-nos perceber, em comparação com os resultados de outros estudos realizados
com crianças do pré-escolar, que as crianças apresentam baixos scores na maioria das
competências avaliadas, tendo-se verificado associações significativas entre as variáveis
relativas à consciência fonológica (silábica e fonémica) e nome e som das letras e a leitura
e escrita. Ao contrário de muitos estudos nesta área, não foi encontrada associação
significativa entre a nomeação rápida e a leitura e escrita.
ABSTRACT: Emergent literacy has been demonstrating an important role in preschool, as it contributes to the construction of bases for learning to read and write, involving skills such as phonological awareness, knowledge of the letters of the alphabet and their respective sounds, invented spelling and rapid naming. In this sense, the main objective of this work is to characterize emerging literacy skills in students between 5 and 6 years old attending the last year of pre-school. Furthermore, we realized that skills in phonological awareness, alphabet knowledge and rapid naming are related to children's early reading and writing abilities. In total, 51 children from three preschool classes at a private school participated: Sala 1 (heterogeneous class), Sala 2 (homogeneous class), Sala 3 (homogeneous class) – that is, the heterogeneous (or mixed) class was part of 4/5 year old students and the homogeneous class only included 5/6 year old students. To characterize the children's skills, the following tests were used: knowledge of the name and sound of letters, two tests (classification of the initial syllable and the initial phoneme) from the Phonological Awareness Test Battery (Silva, 2002), emergent reading test, proof of invented spelling and rapid naming. The results obtained allow us to understand, in comparison with the results of other studies carried out with preschool children, that children present low scores in most of the skills assessed, having selected significant associations between the variables related to phonological awareness (syllabic and phonemic), name and sound of letters, reading and writing. Contrary to many studies in the area, no significant association was found between rapid naming and reading and writing.
ABSTRACT: Emergent literacy has been demonstrating an important role in preschool, as it contributes to the construction of bases for learning to read and write, involving skills such as phonological awareness, knowledge of the letters of the alphabet and their respective sounds, invented spelling and rapid naming. In this sense, the main objective of this work is to characterize emerging literacy skills in students between 5 and 6 years old attending the last year of pre-school. Furthermore, we realized that skills in phonological awareness, alphabet knowledge and rapid naming are related to children's early reading and writing abilities. In total, 51 children from three preschool classes at a private school participated: Sala 1 (heterogeneous class), Sala 2 (homogeneous class), Sala 3 (homogeneous class) – that is, the heterogeneous (or mixed) class was part of 4/5 year old students and the homogeneous class only included 5/6 year old students. To characterize the children's skills, the following tests were used: knowledge of the name and sound of letters, two tests (classification of the initial syllable and the initial phoneme) from the Phonological Awareness Test Battery (Silva, 2002), emergent reading test, proof of invented spelling and rapid naming. The results obtained allow us to understand, in comparison with the results of other studies carried out with preschool children, that children present low scores in most of the skills assessed, having selected significant associations between the variables related to phonological awareness (syllabic and phonemic), name and sound of letters, reading and writing. Contrary to many studies in the area, no significant association was found between rapid naming and reading and writing.
Description
Dissertação de Mestrado realizada sob a
orientação da Professora Doutora Liliana Salvador,
apresentada no Ispa – Instituto Universitário
para obtenção de grau de Mestre na
especialidade de Psicologia da Educação.
Keywords
Literacia emergente Leitura Escrita Letras Sons Consciência fonológica Nomeação rápida Emerging literacy Reading Writing Letters Sounds Phonological awareness Rapid naming