Escrita inventada no jardim-de-infância: Contributos para a aprendizagem da leitura e escrita

Ana Albuquerque, Margarida Alves Martins

Resumo


A presente investigação insere-se no quadro teórico da literacia emergente e pretende analisar os contributos de um programa de intervenção de escrita inventada no jardim-de-infância para a aprendizagem da leitura e escrita no 1º ano de escolaridade. Participaram 95 crianças no último ano do ensino pré-escolar que não sabiam ler nem escrever e que foram aleatoriamente divididas em duas condições: 48 no grupo experimental e 47 no grupo de controlo. Os participantes em cada condição eram equivalentes quanto à idade, habilitações académicas dos pais, raciocínio abstrato, consciência silábica, consciência fonémica e conhecimento de letras. Foram avaliadas as competências de escrita e leitura de palavras das crianças no jardim-de-infância (antes e depois do programa) e no final do 1º ano do ensino básico. Durante a intervenção, o grupo experimental participou em 10 sessões bissemanais de escrita inventada, enquanto o grupo de controlo realizou atividades de conto de histórias infantis. A análise dos dados revelou diferenças estatisticamente significativas entre os dois grupos, tanto em escrita como em leitura, apresentando o grupo experimental resultados superiores no final do pré-escolar e do 1º ano. Este estudo sugere a importância de incluir atividades de escrita inventada como prática pedagógica no contexto de jardim-de-infância.

Palavras-chave


Literacia emergente, Pré-escolar, Programas de intervenção, Escrita inventada, Leitura.

Texto Completo:

PDF

Referências


Adams, M. (1998). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Alves Martins, M., Albuquerque, A., Salvador, L., & Silva, C. (2013). The impact of invented spelling on early spelling and reading. Journal of Writing Research, 5, 215-237. doi: 10.17239/jowr-2013.05.02.3

Alves Martins, M., Albuquerque, A., Salvador, L., & Silva, C. (2015). Escrita inventada e aquisição da leitura em crianças de idade pré-escolar. Psicologia: Teoria e Pesquisa, 31, 137-144. doi: 10.1590/0102-37722015021639137144

Alves Martins, M., Mata, L., & Silva, C. (2014). Conceptualizações sobre linguagem escrita – Percursos de investigação. Análise Psicológica, XXXII, 135-143. doi: 10.14417/ap.841

Alves Martins, M., Salvador, L., Albuquerque, A., & Silva, C. (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology: An International Journal of Experimental Educational Psychology, 36, 738-752. doi: 10.1080/01443410.2014.950947

Alves Martins, M., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16, 41-56. doi: 10.1016/j.learninstruc.2005.12.005

Bacelar do Nascimento, M. F., Casteleiro, J., Marques, M. L., Barreto, F., Amaro, R., & Veloso, R. (2000). Léxico Multifuncional Computorizado do Português Contemporâneo. Lisboa: Centro de Linguística da Universidade de Lisboa.

Besse, J. M. (1995). L’écrit, l’école et l’illettrisme. Paris: Magnard.

Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.

Chauveau, G., & Rogovas-Chauveau, E. (1994). Les chemins de la lecture. Paris: Magnard.

Chomsky, C. (1970). Reading, writing and phonology. Harvard Educational Review, 40, 287-309.

Ehri, L. C. (1991). The development of reading and spelling in children: An overview. In M. Snowling & M. Thomson (Eds.), Dyslexia: Integrating theory and practice (pp. 63-94). London: British Dyslexia Association.

Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell – Research, theory and practice across languages (pp. 237-269). New Jersey: LEA.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9, 167-188. doi: 10.1207/s1532799xssr0902_4

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5-21. doi: 10.1080/10888438.2013.819356

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel’s meta-analysis. Reading Research Quarterly, 36, 250-287. doi: 10.1598/RRQ.36.3.2

Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words?. Reading Research Quarterly, 20, 47-65.

Everitt, B. (1996). Making sense of statistics in psychology: A second level course. Oxford: University Press.

Ferreiro, E. (1988). L’écriture avant la lettre. In H. Sinclair (Ed.), La production des notations chez le jeune enfant (pp. 18-69). Paris: Presses Universitaires de France.

Ferreiro, E., & Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. México: Siglo XXI Editores.

Fijalkow, J. (1993). Entrer dans l’écrit. Paris: Magnard

Glass, G., & Hopkins, K. (1996). Statistical methods in education and psychology. Boston: Allyn & Bacon.

Gough, P., Juel, C., & Griffith, P. (2003). Reading, spelling, and the orthographic cipher. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 35-48). Hillsdale: Lawrence Erlbaum.

Hofslundsengen, H., Hagtvet, B. E., & Gustafsson, J. E. (2016). Immediate and delayed effects of invented writing intervention in preschool. Reading and Writing, 29, 1473-1495. doi: 10.1007/s11145-016-9646-8

Levin, I., & Aram, D. (2013). Promoting early literacy via practicing invented spelling: A comparison of different mediation routines. Reading Research Quarterly, 48, 221-236. doi: 10.1002/rrq.48

Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Child Psychology, 93, 139-165. doi: 10.1016/j.jecp.2005.08.002

Lewis, D. (1968). Experimental design in education. London: University Press of London Press.

Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259-269. doi: 10.1177/002221949302600406

Mata, L. (2006). Literacia familiar. Ambiente familiar e descoberta da linguagem escrita. Porto: Porto Editora.

Mata, L. (2008). A descoberta da escrita – Textos de apoio para educadores de infância. Lisboa: DGIDC.

McBride-Chang, C. (1998). The development of invented spelling. Early Education & Development, 9, 147-160. doi: 10.1207/s15566935eed0902_3

Ouellette, G., & Sénéchal, M. (2008a). A window into early literacy: Exploring the cognitive and linguistic under-pinnings of invented spelling. Scientific Studies of Reading, 12, 195-219. doi: 10.1080/10888430801917XXX

Ouellette, G., & Sénéchal, M. (2008b). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899-913. doi: 10.1111/j.1467-8624.2008.01164.x

Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: A gateway into literacy learning. Journal of Experimental Education, 81, 261-279. doi: 10.1080/00220973.2012.699903

Pollo, T. C., Kessler, B., & Treiman, R. (2005). Vowels, syllables and letters names: Differences of young children’s spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161-181. doi: 10.1016/j.jecp.2005.01.006

Pontecorvo, C., Ajello, A. M., & Zucchermaglio, C. (2005). Discutindo se aprende: Interação social, conhecimento e escola. Porto Alegre: Artmed.

Pontecorvo, C., & Fabretti, D. (2003). Aprender un sistema de escritura, aprender una lengua. In C. Pontecorvo (Coord.), Manual de psicología de la educación (pp. 160-179). Madrid: Editorial Popular.

Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and vocabulary scale: Section I – General overview. Oxford: Oxford Psychologists Press.

Read, C. (1971). Preschool children’s knowledge of English phonology. Harvard Educational Review, 41, 1-34.

Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of various early writing practices on reading and spelling. Scientific Studies of Reading, 9, 145-166.

Richgels, D. (1995). Invented spelling ability and printed word learning in kindergarten. Reading Research Quarterly, 30, 96-109.

Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25, 917-934. doi: 10.1007/s11145-011-9310-2

Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1-21. doi: 10.1017/S0142716400001016

Silva, C. (2008). Bateria de provas fonológicas (2ª ed.). Lisboa: ISPA – Instituto Universitário.

Silva, C., & Alves Martins, M. (2002). Phonological skills and writing of pre-syllabic children. Reading Research Quarterly, 37, 466-483. doi: 10.1598/RRQ.37.4.6

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Sucena, A., & Castro, S. L. (2011). ALEPE – Avaliação da leitura em português europeu. Lisboa: CEGOC.

Teale, W., & Sulzby, E. (1989). Emergent literacy as a perspective for examining how young children become writers and readers. In W. Teale & E. Sulzby (Eds.), Emergent literacy – Writing and reading (pp. 7-25). Norwood: Ablex Publishing Corporation.

Tolchinsky, L. (2004). Childhood conceptions of literacy. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 11-29). London: Kluwer Academic Publishers.

Tolchinsky, L. (2005). The emergence of writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 83-96). New York: Guilford.

Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289-313). Mahwah, NJ: Erlbaum.

Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in child development and behavior (pp. 105-135). San Diego: Academic Press.

Uhry, J. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Study, 11, 441-464.




DOI: https://doi.org/10.14417/ap.1308

Apontamentos

  • Não há apontamentos.


ISSN (in print): 0870-8231 | ISSN (online): 1646-6020 | Copyright © ISPA - Instituto Universitário, 2012 | O portal e metadados estão licenciados sob a licença Creative Commons 'CC BY-NC '