Práticas de home literacy em contexto de municípios de pequeno porte

• Ano de defesa: 2018
• Autor(a) principal: Paiva, Nádia Delgado
• Orientador(a): Mota, Márcia Maria Peruzzi Elia da
• Banca de defesa: Ponciano, Edna Lucia Tinoco , Guimarães, Silvia Brilhante
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia Social
• Departamento: Centro de Educação e Humanidades::Instituto de Psicologia
• País: BR
• Palavras-chave em Português: Alfabetização; Psicologia Social; Leitura; Escrita
• Palavras-chave em Inglês: Home literacy; Literacy; Reading; Writing
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/15425

The present work seeks to correlate the experiences of Home Literacy with three cognitive precursors of reading and writing: phonological awareness, letter name knowledge and vocabulary acquisition, the latter being used only as a control variable. Participants in this study were 91 children who were not yet readers of families with different socioeconomic levels. We evaluated pre-school children living in urban and rural areas who formed three distinct groups: thirty-one children living in rural areas and students of rural public schools, thirty children from public schools located in urban areas and thirty children of private urban schools. The relevance of the approach to this context is to know different environments where the initial learning of children happens and to measure what is the baggage of knowledge about the written language that children take from home to school. The results suggest that differences in social class / parental level of education that may affect literacy development can be offset by efficient school practices. Future studies should evaluate school practices as well as school experiences to understand how the different contexts in which children are present affect their school development