The development of phonological awareness during the First grade of elementary school in two different teaching contexts

Detalhes bibliográficos
Autor(a) principal: Basso, Fabiane Puntel
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Letras de Hoje (Online)
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32458
Resumo: The purpose of this article is to verify the development of phonological awareness of French children throughout the preparatory course in two different teaching contexts. The study takes place in two primary schools, located close to the city of Grenoble-France. We verify such progress with 15 students from school A and 15 from B. The phonological awareness test (PAT) was used to assess the different levels of phonological awareness at the beginning and end of the school year. At the beginning of the year, students in class-B had better results in all the tasks of the PAT. We have observed no significant differences between the two groups at the end of the year. It is possible that the educational and pedagogical context of the two classes played an essential role in this result because the teaching of class A is the one that reinforces more the training of phonological awareness. 
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spelling The development of phonological awareness during the First grade of elementary school in two different teaching contextsEl desarrollo de la conciencia fonológica en el primer año escolar en dos contextos de enseñanza diferentesLe développement de la conscience phonologique au Cours Préparatoire dans deux contextes différents d’enseignementPhonological awareness. Teaching. Learning.Conciencia fonológica. Enseñanza. Aprendizaje.Conscience phonologique. Enseignement. Apprentissage.The purpose of this article is to verify the development of phonological awareness of French children throughout the preparatory course in two different teaching contexts. The study takes place in two primary schools, located close to the city of Grenoble-France. We verify such progress with 15 students from school A and 15 from B. The phonological awareness test (PAT) was used to assess the different levels of phonological awareness at the beginning and end of the school year. At the beginning of the year, students in class-B had better results in all the tasks of the PAT. We have observed no significant differences between the two groups at the end of the year. It is possible that the educational and pedagogical context of the two classes played an essential role in this result because the teaching of class A is the one that reinforces more the training of phonological awareness. El objetivo de este artículo es verificar el desarrollo de la conciencia fonológica de los niños franceses en todo el primer año en dos contextos de enseñanza diferentes. El estudio se llevó a cabo en dos escuelas primarias, ubicadas en la región de Grenoble-Francia. Un total de 30 estudiantes, 15 estudiantes de la escuela A y 15 de la B. La prueba de conciencia fonológica (PCF) fue utilizado para evaluar los diferentes niveles de conciencia fonológica al principio y al final del año escolar. Al comienzo del año, los estudiantes de la clase B obtuvieron mejores resultados en todas las tareas del PCF. Al final del año las diferencias no fueron significativas. Es posible que el contexto didáctico y pedagógico de las dos clases haya desempeñado un papel importante en este resultado porque la enseñanza de la clase A es la que refuerza la formación de la conciencia fonológica.L’objectif de cet article est de vérifier le développement de la conscience phonologique des enfants français au long du CP dans deux contextes différents d’enseignement. L’étude a lieu dans deux écoles primaires, localisées sur la région de Grenoble- France. Au total sont 30 élèves, 15 élèves de l’école A et 15 de la B. L’épreuve de conscience phonologique (ECP) a été utilisée pour évaluer les différents niveaux de conscience phonologique en début et fin d’année scolaire. En début d’année les élèves de la classe B ont eu de meilleurs résultats dans toutes les tâches de l’ECP. En fin d’année les différences n’ont pas été significatives. Il est possible que le contexte didactique et pédagogique des deux classes a joué un rôle important dans ce résultat car l’enseignement de la classe A est celui qui renforce le plus l’entrainement de la conscience phonologique et du code phonographique.***O desenvolvimento da consciência fonológica no primeiro ano do Ensino Fundamental  em dois contextos diferentes de ensino*** O objetivo deste artigo foi verificar o desenvolvimento da consciência fonológica de crianças francesas ao longo do CP (primeiro ano do Ensino Fundamental) em dois contextos diferentes de ensino. O estudo foi realizado em duas escolas primárias, localizadas na região de Grenoble, na França. Participaram da pesquisa 30 alunos, 15 alunos da escola A e 15 de B. O teste de consciência fonológica (TCF) foi utilizado para avaliar os diferentes níveis de consciência fonológica no início e no final do ano letivo. No início do ano, os alunos da turma B obtiveram melhores resultados em todas as tarefas do TCF. No final do ano, as diferenças já não eram significativas. É possível que o contexto didático e pedagógico das duas classes tenha desempenhado um papel importante nesse resultado, uma  vez que o ensino da classe A foi aquele que mais enfatizou a prática da consciência fonológica e do código fonográfico. Palavras-chave: Consciência fonológica. Ensino. Aprendizagem.Editora da PUCRS - ediPUCRS2019-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/3245810.15448/1984-7726.2019.2.32458Letras de Hoje; Vol. 54 No. 2 (2019); 253-262Letras de Hoje; Vol. 54 Núm. 2 (2019); 253-262Letras de Hoje; v. 54 n. 2 (2019); 253-2621984-77260101-333510.15448/1984-7726.2019.2reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSenghttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32458/19059Copyright (c) 2019 Letras de Hojehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBasso, Fabiane Puntel2020-01-27T21:12:06Zoai:ojs.revistaseletronicas.pucrs.br:article/32458Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2020-01-27T21:12:06Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv The development of phonological awareness during the First grade of elementary school in two different teaching contexts
El desarrollo de la conciencia fonológica en el primer año escolar en dos contextos de enseñanza diferentes
Le développement de la conscience phonologique au Cours Préparatoire dans deux contextes différents d’enseignement
title The development of phonological awareness during the First grade of elementary school in two different teaching contexts
spellingShingle The development of phonological awareness during the First grade of elementary school in two different teaching contexts
Basso, Fabiane Puntel
Phonological awareness. Teaching. Learning.
Conciencia fonológica. Enseñanza. Aprendizaje.
Conscience phonologique. Enseignement. Apprentissage.
title_short The development of phonological awareness during the First grade of elementary school in two different teaching contexts
title_full The development of phonological awareness during the First grade of elementary school in two different teaching contexts
title_fullStr The development of phonological awareness during the First grade of elementary school in two different teaching contexts
title_full_unstemmed The development of phonological awareness during the First grade of elementary school in two different teaching contexts
title_sort The development of phonological awareness during the First grade of elementary school in two different teaching contexts
author Basso, Fabiane Puntel
author_facet Basso, Fabiane Puntel
author_role author
dc.contributor.author.fl_str_mv Basso, Fabiane Puntel
dc.subject.por.fl_str_mv Phonological awareness. Teaching. Learning.
Conciencia fonológica. Enseñanza. Aprendizaje.
Conscience phonologique. Enseignement. Apprentissage.
topic Phonological awareness. Teaching. Learning.
Conciencia fonológica. Enseñanza. Aprendizaje.
Conscience phonologique. Enseignement. Apprentissage.
description The purpose of this article is to verify the development of phonological awareness of French children throughout the preparatory course in two different teaching contexts. The study takes place in two primary schools, located close to the city of Grenoble-France. We verify such progress with 15 students from school A and 15 from B. The phonological awareness test (PAT) was used to assess the different levels of phonological awareness at the beginning and end of the school year. At the beginning of the year, students in class-B had better results in all the tasks of the PAT. We have observed no significant differences between the two groups at the end of the year. It is possible that the educational and pedagogical context of the two classes played an essential role in this result because the teaching of class A is the one that reinforces more the training of phonological awareness. 
publishDate 2019
dc.date.none.fl_str_mv 2019-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32458
10.15448/1984-7726.2019.2.32458
url https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32458
identifier_str_mv 10.15448/1984-7726.2019.2.32458
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/32458/19059
dc.rights.driver.fl_str_mv Copyright (c) 2019 Letras de Hoje
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Letras de Hoje
https://creativecommons.org/licenses/by/4.0
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. 54 No. 2 (2019); 253-262
Letras de Hoje; Vol. 54 Núm. 2 (2019); 253-262
Letras de Hoje; v. 54 n. 2 (2019); 253-262
1984-7726
0101-3335
10.15448/1984-7726.2019.2
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
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