A relação entre consciência fonológica, vocabulário e concepções sobre escrita em crianças do ensino pré-escolar
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2012
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A Consciência Fonologica (CF) é preditiva da aprendizagem da leitura e escrita, tal como outras habilidades, como o Vocabulário e as Concepções sobre Escrita (CE), mas de forma menos clara. Perante isto os objetivos do estudo são avaliar a correlação entre a CF, o Vocabulário e CE e verificar se o treino de CF durante 12 semanas produz alterações significativas. Para o efeito, foram avaliados dois grupos, o Grupo de Intervenção (GI) com 20 crianças de 4 e 5 anos, e o Grupo de Controlo (GC), sem intervenção, com 19 crianças de 5 anos, ambos em ensino pré-escolar. Inicialmente avaliou-se a CF e o Vocabulário dos dois grupos através da Bateria de Provas Fonológicas e do Teste de Avaliação da Linguagem na Criança, respetivamente. Após 12 semanas de um programa de intervenção (20 sessões de 45min de um programa de Desenvolvimento da CF) no GI, e sem intervenção, no GC, avaliou-se novamente a CF e Vocabulário, e as CE pelo Teste de Linguagem Técnica de Leitura e Escrita. Os resultados revelaram que no GI o Vocabulário e CF melhoraram de forma mais acentuadas após o programa de intervenção, e apresentaram melhores CE que o GC. A CF, o Vocabulário e as CE correlacionam-se positivamente (p<0.05). Assim, conclui-se que a CF, como habilidade cognitiva preditiva da aprendizagem da leitura e escrita, é passível de ser treinada em crianças do ensino pré-escolar. Por outro lado, a CF, o Vocabulário e as CE parecem ser interdependentes.
The phonological awareness (PA) is predictive of reading and writing learning abilities, as well as other skills, such as Vocabulary and Print Concepts about Writing (PC), but less clear. The objectives of this study are to evaluate the correlation between PA, the vocabulary and PC, and verify if PA whether the training of PA for twelve weeks produces significant changes. For these purposes two groups were evaluated, the Intervention Group (IG), with 20 children’s with 4 and 5 years old, and a Control Group (CG), without intervention, with 19 children of 5 years old, both in preschool. Initially we assessed the PA and the vocabulary of both groups, through the Battery of Phonological tests and the Language Assessment Test in Children, respectively. After 12 weeks of an intervention program (20 sessions of 45 minutes of a PA Development Program) in IG, and without intervention in CG, the children were evaluated the PA and vocabulary for the second time, and the PC by an Evaluation Test of Technique-Language of Writing and Learning. The results reveals that the Vocabulary and PA improved more accentuated after the intervention program in IG, and presented better PC than in the CG. The PA, the Vocabulary and the PC positively correlates with each other (p<0.05). Thus it was concluded that the PA, as a cognitive skill predictive of reading and writing, can be trained in children during preschool. Moreover the PA, the vocabulary and the PC appear to be interdependent.
The phonological awareness (PA) is predictive of reading and writing learning abilities, as well as other skills, such as Vocabulary and Print Concepts about Writing (PC), but less clear. The objectives of this study are to evaluate the correlation between PA, the vocabulary and PC, and verify if PA whether the training of PA for twelve weeks produces significant changes. For these purposes two groups were evaluated, the Intervention Group (IG), with 20 children’s with 4 and 5 years old, and a Control Group (CG), without intervention, with 19 children of 5 years old, both in preschool. Initially we assessed the PA and the vocabulary of both groups, through the Battery of Phonological tests and the Language Assessment Test in Children, respectively. After 12 weeks of an intervention program (20 sessions of 45 minutes of a PA Development Program) in IG, and without intervention in CG, the children were evaluated the PA and vocabulary for the second time, and the PC by an Evaluation Test of Technique-Language of Writing and Learning. The results reveals that the Vocabulary and PA improved more accentuated after the intervention program in IG, and presented better PC than in the CG. The PA, the Vocabulary and the PC positively correlates with each other (p<0.05). Thus it was concluded that the PA, as a cognitive skill predictive of reading and writing, can be trained in children during preschool. Moreover the PA, the vocabulary and the PC appear to be interdependent.
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Orientação: Óscar Conceição de Sousa
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION, APRENDIZAGEM, LEARNING, CONSCIÊNCIA FONOLÓGICA, PHONOLOGICAL AWARENESS, VOCABULÁRIO, VOCABULARY, ENSINO PRÉ-ESCOLAR, EARLY YEARS EDUCATION, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH, ESCRITA, WRITING