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Advisor(s)
Abstract(s)
O presente estudo, realizado no âmbito do Mestrado em Didática da Língua Portuguesa, pela Escola Superior de Educação de Lisboa, incide na área do português, nomeadamente no que se refere à aprendizagem da linguagem escrita. Pretende contribuir para a reflexão sobre a forma como os comportamentos emergentes de literacia influenciam a aprendizagem formal da linguagem escrita por parte das crianças.
Para tal, foram realizadas provas incidentes em cinco domínios fundamentais: i) o conhecimento do código alfabético; ii) a consciência fonológica; iii) os aspetos figurativos da linguagem escrita; iv) a escrita inventada e v) o projeto pessoal de leitor, aplicadas no início do 1.º ano de escolaridade do Ensino Básico, a 29 crianças a frequentar duas turmas, numa escola do ensino público. Os resultados obtidos nas provas foram, posteriormente, comparados com uma prova de avaliação da capacidade de leitura, aplicada no final do ano letivo ao mesmo grupo de alunos, com o objetivo de compreender de que forma os conhecimentos iniciais influenciam esta aprendizagem. Na análise dos dados, foram igualmente consideradas as variáveis: i) sexo; ii) idade; iii) número de anos de frequência de educação pré-escolar e iv) horário letivo.
Os resultados deste estudo sugerem a existência de relação entre a escrita inventada e a aprendizagem da linguagem escrita, bem como entre a consciência fonológica e a aprendizagem da leitura e da escrita. Verifica-se ainda a existência de relação entre a idade com que as crianças iniciam a aprendizagem formal da leitura e a aquisição desta competência. Também o sexo dos alunos foi uma variável que apresentou resultados positivos no que concerne à sua relação com a aprendizagem da linguagem escrita.
ABSTRACT The study carried out within the scope of the master’s degree in Didactics of the Portuguese Language, by the Higher Education School of Lisbon, focuses on the area of Portuguese, namely in what concerns the learning of written language. It aims to contribute to the reflection on how the emerging behaviours of literacy influence the formal learning of reading. To this end, tests were carried out in five key-areas: (i) knowledge of the alphabetical code; ii) phonological awareness; iii) figurative aspects of written language; iv) invented writing and (v) the personal reader project, applied at the beginning of the 1st grade of the Basic Cycle, to 29 children attending two classes of the first grade, in a public basic school. The results obtained in the tests were later compared to the results of a reading ability test, applied at the end of the school year to the same group of students, in order to understand how these initial knowledges, influence the process of learning how to read and write. The results of this study suggest the existence of a relation between invented writing and written language learning, as well as between phonological awareness and learning how to read and to write. The following variables were also considered: i) sex; (ii) age; iii) number of years of pre-school attendance and iv) school work schedule. The results suggest the existence of a relation between the age at which children begin the formal learning of reading and the acquisition of this competence. Sex was also a variable that presented positive results regarding its relation to the learning of written language.
ABSTRACT The study carried out within the scope of the master’s degree in Didactics of the Portuguese Language, by the Higher Education School of Lisbon, focuses on the area of Portuguese, namely in what concerns the learning of written language. It aims to contribute to the reflection on how the emerging behaviours of literacy influence the formal learning of reading. To this end, tests were carried out in five key-areas: (i) knowledge of the alphabetical code; ii) phonological awareness; iii) figurative aspects of written language; iv) invented writing and (v) the personal reader project, applied at the beginning of the 1st grade of the Basic Cycle, to 29 children attending two classes of the first grade, in a public basic school. The results obtained in the tests were later compared to the results of a reading ability test, applied at the end of the school year to the same group of students, in order to understand how these initial knowledges, influence the process of learning how to read and write. The results of this study suggest the existence of a relation between invented writing and written language learning, as well as between phonological awareness and learning how to read and to write. The following variables were also considered: i) sex; (ii) age; iii) number of years of pre-school attendance and iv) school work schedule. The results suggest the existence of a relation between the age at which children begin the formal learning of reading and the acquisition of this competence. Sex was also a variable that presented positive results regarding its relation to the learning of written language.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclos do Ensino Básico
Keywords
Leitura Escrita Consciência fonológica Escrita inventada Projeto Pessoal Leitor Reading Writing Phonological awareness Invented writing Personal Project Reader
Citation
Machado, G. M. C. (2019). Os conhecimentos precoces e a aprendizagem da linguagem escrita (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/10964
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa