Primeiras fases da alfabetização: como a intervenção em consciência fonêmica ajuda as crianças na aprendizagem inicial da leitura

• Ano de defesa: 2013
• Autor(a) principal: Siccherino, Luciene Aparecida Felipe
• Orientador(a): Maluf, Maria Regina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Consciência fonêmica; Aprendizagem inicial da leitura; Psicologia cognitiva da leitura
• Palavras-chave em Inglês: Phonemic awareness; Early learning of reading; Cognitive psychology of reading
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16077

Previous studies have shown that intervention in phonemic awareness associated with letter-name knowledge is very important for learning to read because of the letter name is heard in the pronunciation of many words and representing the phonemes in a systematic way in the spelling of words the graphemes give to the phoneme some materiality. The present study investigated whether the instruction in phonemic awareness with correspondence activities between letters and phonemes, the formation of pseudowords, and pseudowords segmentation using moveable alphabet and the support of pictures of phonemic articulation, facilitate and accelerate the reading and the writing of words. Participated in this study 43 children from kindergarten in a private school located in the ABC Paulista, São Paulo, Brazil. Data collection consisted in five stages: Selection of participants; Pretest; Intervention Program, Post-test 1 (applied one day after the intervention sessions); Post-test 2 (applied seven days after the intervention sessions). The participants were randomly assigned to two groups: an intervention group and a control group. Children in the intervention group participated of educational activities in correspondences between letters and phonemes, teaching of pseudowords and pseudowords segmentation in phonemes. Children from the control group did not participate of the intervention activities and remained in classrooms with the regular activities of the school. Results indicated that systematic instruction of the correspondence between letters and phonemes, the formation of pseudowords and pseudowords segmentation was highly significant to develop ability of reading and writing pseudowords and real words. Based on the theory of Ehri (2005) the children were in the pre-alphabetic phase at baseline. Following the intervention activities the children in the intervention group (IG) had a significant progress in reading and writing, which allowed their movement to complete alphabetic phase, during post-test 1 and phase during post-test 2. Conversely, some children in the control group (CG) remained in the pre-alphabetic post-test 1 and post-test 2 while other children begin to moving to the partial alphabetic phase. It was possible to observe a strong correlation between the ability of phonemic segmentation and the reading and the writing of pseudowords and real words