A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background

Detalhes bibliográficos
Autor(a) principal: Ramos, Norma Suely Campos
Data de Publicação: 2013
Outros Autores: Scherer, Lilian Cristine
Tipo de documento: Artigo
Idioma: por
Título da fonte: Letras de Hoje (Online)
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691
Resumo:  The aim of the study is to investigate the importance of phonological awareness in writing learning in infancy and the role of the alphabetizer. Four groups in the 1st grade of Elementary School from a city in Piauí (Brazil) participated in the study. Teachers of two of these groups received linguistic formation, as to ensure their pedagogical intervention with phonological awareness raising and explicit alphabetic principle activities (experimental group – EG), while teachers of the other two groups did not receive this formation (control group – CG). A total of twenty-three children were selected – 12 in the experimental group, 11 in the control group. Writing samples were collected in April, June and December, immediately followed by the collection of phonological awareness samples. Results show that in December almost the totality of children in the EG had reached the alphabetical hypothesis (Level 5), while only 18% in the CG had reached this level. As a conclusion, it can be stated that the alphabetizer’s linguistic formation is crucial and that phonological awareness raising activities foster the writing system acquisition.
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spelling A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic backgroundUm estudo sobre aprendizagem da língua escrita no ciclo da infância, consciência fonológica e formação linguística do alfabetizadorWriting acquisitionPhonological awarenessAlphabetizers’ linguistic formationAquisição da escritaConsciência fonológicaFormação linguística do alfabetizadorLinguísticaLetras e Artes The aim of the study is to investigate the importance of phonological awareness in writing learning in infancy and the role of the alphabetizer. Four groups in the 1st grade of Elementary School from a city in Piauí (Brazil) participated in the study. Teachers of two of these groups received linguistic formation, as to ensure their pedagogical intervention with phonological awareness raising and explicit alphabetic principle activities (experimental group – EG), while teachers of the other two groups did not receive this formation (control group – CG). A total of twenty-three children were selected – 12 in the experimental group, 11 in the control group. Writing samples were collected in April, June and December, immediately followed by the collection of phonological awareness samples. Results show that in December almost the totality of children in the EG had reached the alphabetical hypothesis (Level 5), while only 18% in the CG had reached this level. As a conclusion, it can be stated that the alphabetizer’s linguistic formation is crucial and that phonological awareness raising activities foster the writing system acquisition.  Investiga-se a importância da consciência fonológica para aprendizagem da escrita no ciclo da infância e o papel do alfabetizador. Participaram do estudo 04 turmas da 1ª série do Ensino Fundamental de município piauiense (Brasil). Professores de duas turmas tiveram formação linguística, garantindo intervenção com atividades de consciência fonológica e explicitação do princípio alfabético (grupo experimental), enquanto professores das outras duas turmas não tiveram essa formação (grupo controle). Foram selecionados 23 alunos - 12 crianças no grupo experimental e 11 crianças no grupo controle. Foram coletadas amostras de escrita em abril, julho e dezembro, imediatamente seguidas da coleta de amostras da consciência fonológica. Os resultados mostraram que no mês de dezembro a quase totalidade das crianças do GE sustentava a hipótese alfabética (Nível 5), enquanto apenas 18% do GC alcançou esse nível. Conclui-se que a formação linguística do alfabetizador é crucial e que atividades de consciência fonológica facilitam a aprendizagem da escrita.Editora da PUCRS - ediPUCRS2013-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguística Aplicadaapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691Letras de Hoje; Vol. 48 No. 3 (2013): Topics in Mother (L1) and Second (L2) Language Acquisition; 324-333Letras de Hoje; Vol. 48 Núm. 3 (2013): Tópicos em Aquisição de Língua Materna (L1) e Segunda Língua (L2); 324-333Letras de Hoje; v. 48 n. 3 (2013): Tópicos em Aquisição de Língua Materna (L1) e Segunda Língua (L2); 324-3331984-77260101-3335reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691/9912Ramos, Norma Suely CamposScherer, Lilian Cristineinfo:eu-repo/semantics/openAccess2013-09-11T16:28:30Zoai:ojs.revistaseletronicas.pucrs.br:article/12691Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2013-09-11T16:28:30Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
Um estudo sobre aprendizagem da língua escrita no ciclo da infância, consciência fonológica e formação linguística do alfabetizador
title A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
spellingShingle A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
Ramos, Norma Suely Campos
Writing acquisition
Phonological awareness
Alphabetizers’ linguistic formation
Aquisição da escrita
Consciência fonológica
Formação linguística do alfabetizador
Linguística
Letras e Artes
title_short A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
title_full A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
title_fullStr A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
title_full_unstemmed A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
title_sort A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background
author Ramos, Norma Suely Campos
author_facet Ramos, Norma Suely Campos
Scherer, Lilian Cristine
author_role author
author2 Scherer, Lilian Cristine
author2_role author
dc.contributor.author.fl_str_mv Ramos, Norma Suely Campos
Scherer, Lilian Cristine
dc.subject.por.fl_str_mv Writing acquisition
Phonological awareness
Alphabetizers’ linguistic formation
Aquisição da escrita
Consciência fonológica
Formação linguística do alfabetizador
Linguística
Letras e Artes
topic Writing acquisition
Phonological awareness
Alphabetizers’ linguistic formation
Aquisição da escrita
Consciência fonológica
Formação linguística do alfabetizador
Linguística
Letras e Artes
description  The aim of the study is to investigate the importance of phonological awareness in writing learning in infancy and the role of the alphabetizer. Four groups in the 1st grade of Elementary School from a city in Piauí (Brazil) participated in the study. Teachers of two of these groups received linguistic formation, as to ensure their pedagogical intervention with phonological awareness raising and explicit alphabetic principle activities (experimental group – EG), while teachers of the other two groups did not receive this formation (control group – CG). A total of twenty-three children were selected – 12 in the experimental group, 11 in the control group. Writing samples were collected in April, June and December, immediately followed by the collection of phonological awareness samples. Results show that in December almost the totality of children in the EG had reached the alphabetical hypothesis (Level 5), while only 18% in the CG had reached this level. As a conclusion, it can be stated that the alphabetizer’s linguistic formation is crucial and that phonological awareness raising activities foster the writing system acquisition.
publishDate 2013
dc.date.none.fl_str_mv 2013-09-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Linguística Aplicada
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691
url https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12691/9912
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Letras de Hoje; Vol. 48 No. 3 (2013): Topics in Mother (L1) and Second (L2) Language Acquisition; 324-333
Letras de Hoje; Vol. 48 Núm. 3 (2013): Tópicos em Aquisição de Língua Materna (L1) e Segunda Língua (L2); 324-333
Letras de Hoje; v. 48 n. 3 (2013): Tópicos em Aquisição de Língua Materna (L1) e Segunda Língua (L2); 324-333
1984-7726
0101-3335
reponame:Letras de Hoje (Online)
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Letras de Hoje (Online)
collection Letras de Hoje (Online)
repository.name.fl_str_mv Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br || letrasdehoje@pucrs.br
_version_ 1799128775016841216

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