Alfabetização: o impacto do ensino guiado por instruções fonológicas na aprendizagem da linguagem escrita

• Ano de defesa: 2015
• Autor(a) principal: Rocha, Marialice Hóss
• Orientador(a): Maluf, Maria Regina
• Tipo de documento: Dissertação
• 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 fonológica; Linguagem escrita; Alfabetização
• Palavras-chave em Inglês: Phonological consciousness; Written language; Reading learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16186

Learning how to read and write in an alphabetical writing system requires understanding that it is composed by letters (graphemes) representing sounds (phonemes) and that, according to its combination rules, graphic signs form words representing the sounds of the speech. Previous studies show that written language performance is related to the developing of phonological consciousness. In that context, this study aimed at assessing the results of an empirical intervention by means of a set of written language activities focusing on phonological consciousness development. The research subject was a second term student group of a state fundamental school in the Grande São Paulo region (Brazil). The study was conducted throughout two phases, each of them divided into three steps: pre-testing, intervention, and post-testing. Written language and phonological consciousness tests were applied at the beginning and at the end of the interventions. Twenty three students participated in the first phase and five in the second; the later ones revealed lower written language performance during the phase 1. The results show that the intervention was effective and improved the written language learning process as well as the phonological consciousness development. These findings suggest that phonological abilities are developed simultaneously to the written language learning process