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Literacia emergente: avaliação e estimulação das habilidades da consciência fonológica no pré-escolar, como fator significativo para a aquisição da leitura e escrita
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| 4.25 MB | Adobe PDF |
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Abstract(s)
A literacia emergente é reconhecida como imprescindível para a aprendizagem em leitura e escrita, sendo a consciência fonológica uma de suas competências. O presente estudo teve como objetivo analisar o impacto da estimulação da consciência fonológica na promoção da aprendizagem formal da leitura e escrita em crianças pré-escolares.
Tendo como critério de participação na pesquisa, crianças com frequência regular à escola e não apresentar déficits perceptivos ou cognitivos. O estudo baseou-se em dois momentos de avaliação, um período de pré-teste, seguido da implementação de um programa de intervenção e posteriormente um pós-teste.
Trata-se de uma abordagem quase experimental, na qual um grupo de 24 crianças entre 5 e 6 anos de idade realizou testes cognitivos de inteligência não verbal (R2), este de Habilidades e Competência Pré-Alfabetização e de tarefa consciência fonológica.
Depois foi aplicado um programa de intervenção de consciência fonológica com duração de 20 sessões semanais de 30 minutos cada, as crianças foram reavaliadas com a tarefa de consciência fonológica em três componentes.
Os resultados do pré teste e pós teste e das comparações realizadas, indicam resultados positivos do programa na consciência fonológica das crianças, em duas das três subtarefas analisadas: identificando rimas e representando fonemas com letras.
A presente pesquisa, em consonância com pesquisas realizadas no Brasil e em outros países, mostra ser possível um trabalho voltado para o desenvolvimento da consciência fonológica em crianças de pré-escola independentemente do seu nível socioeconómico.
Emergent literacy is recognized as indispensable for learning in reading and writing, and phonological awareness is one of its competencies. Considering this, the presente study aims to analyze the impact of phonological awareness stimulation on the promotion of formal learning of reading and writing in preschool children. Having as a criterion for participation in the research, children with regular attendance at school and not presenting perceptual or cognitive deficits. The study was based on two evaluation moments, a pre-test period, followed by the implementation of na intervention program and later a post-test. For this purpose, this paper proposes a quasi-experimental approach in which a group of 24 children aged 5 to 6 years performed cognitive tests of non-verbal intelligence (R2), Pre-Literacy Skills and Competence and phonological awareness task before. After a phonological awareness development project lasting 20 weekly sessions of 30 minutes each, the children were reassessed with the phonological awareness task in three components. The results of the pre-test and post-test and of the comparisons performed, indicate positive results of the program on the children's phonological awareness in two of the three subtasks analyzed: identifying rhymes and representing phonemes with letters. The present research, in line with research conducted in Brazil and other countries, shows that it is possible to develop phonological awareness in preschool children regardless of their socioeconomic level.
Emergent literacy is recognized as indispensable for learning in reading and writing, and phonological awareness is one of its competencies. Considering this, the presente study aims to analyze the impact of phonological awareness stimulation on the promotion of formal learning of reading and writing in preschool children. Having as a criterion for participation in the research, children with regular attendance at school and not presenting perceptual or cognitive deficits. The study was based on two evaluation moments, a pre-test period, followed by the implementation of na intervention program and later a post-test. For this purpose, this paper proposes a quasi-experimental approach in which a group of 24 children aged 5 to 6 years performed cognitive tests of non-verbal intelligence (R2), Pre-Literacy Skills and Competence and phonological awareness task before. After a phonological awareness development project lasting 20 weekly sessions of 30 minutes each, the children were reassessed with the phonological awareness task in three components. The results of the pre-test and post-test and of the comparisons performed, indicate positive results of the program on the children's phonological awareness in two of the three subtasks analyzed: identifying rhymes and representing phonemes with letters. The present research, in line with research conducted in Brazil and other countries, shows that it is possible to develop phonological awareness in preschool children regardless of their socioeconomic level.
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Keywords
Literacia emergente Consciência fonológica Pré-escola Emergente literacy Phonological awareness Preschool