The impact of a writing programme on reading acquisition of at risk first grade children

Detalhes bibliográficos
Autor(a) principal: Salvador, Liliana Ferreira dos Santos
Data de Publicação: 2018
Outros Autores: Martins, Margarida
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.12/6720
Resumo: ABSTRACT: Our aim was to assess the impact of a writing programme on the reading acquisition of first graders considered at-risk of developing reading difficulties. Eighteen children from six classrooms of three primary schools attended this programme. Their results on literacy tests at the end of the first trimester were very low when compared to those of the remaining 91 children attending the same classrooms. This programme, based on a socio-constructive approach, had 12 sessions. In each session, children were asked to discuss the writing of words and sentences until they reached an agreement. The adult's role was to guide and question children along their process of discovery and reflection. The dynamics that occurred during the sessions and the adult’s help (scaffolding) were characterized. At the end of the programme, children who underwent the intervention reached similar reading results as the remaining children in the classrooms.
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spelling The impact of a writing programme on reading acquisition of at risk first grade childrenReadingLearningWriting programmeScaffoldingLecturaAprendizajePrograma de escrituraAndamiajeLeituraAprendizagemPrograma de escritaScaffoldingABSTRACT: Our aim was to assess the impact of a writing programme on the reading acquisition of first graders considered at-risk of developing reading difficulties. Eighteen children from six classrooms of three primary schools attended this programme. Their results on literacy tests at the end of the first trimester were very low when compared to those of the remaining 91 children attending the same classrooms. This programme, based on a socio-constructive approach, had 12 sessions. In each session, children were asked to discuss the writing of words and sentences until they reached an agreement. The adult's role was to guide and question children along their process of discovery and reflection. The dynamics that occurred during the sessions and the adult’s help (scaffolding) were characterized. At the end of the programme, children who underwent the intervention reached similar reading results as the remaining children in the classrooms.Nuestro objetivo fue evaluar el impacto de un programa de escritura en el aprendizaje de la lectura de niños de primer grado considerados en riesgo de desarrollar dificultades de lectura. Dieciocho niños de seis clases de tres escuelas de Educación Primaria asistieron al programa. Sus resultados en pruebas de alfabetización al final del primer trimestre fueron muy bajos en comparación con los otros 91 niños de las mismas clases. Este programa, con un enfoque socio33 constructivista, tuvo 12 sesiones. En cada sesión los niños debatieran sobre la escritura de palabras y oraciones. El papel del adulto era guiar y cuestionar a los niños a lo largo de su proceso de descubrimiento y reflexión. Se analizaron las dinámicas que ocurrieron durante las sesiones y las ayudas del adulto (andamiaje). Al final del programa, los niños que asistieron al programa alcanzaron resultados de lectura similares a los otros niños de las mismas clases.Resumo: O nosso objetivo foi avaliar o impacto de um programa de escrita na aprendizagem da leitura de crianças do 1º ano de escolaridade em risco de desenvolver dificuldades de leitura. Dezoito crianças de seis turmas de três escolas de 1º ciclo participaram neste programa. Os seus resultados em testes de literacia no final do primeiro trimestre eram muito baixos quando comparados com os das restantes 91 crianças dessas turmas. Este programa, baseado numa perspectiva socio-construtivista, teve 12 sessões. Em cada uma, foi pedido às crianças que discutissem a escrita de palavras e de frases. O papel do adulto foi o de guiar e questionar as crianças ao longo do processo de descoberta e de reflexão. Analisámos as 50 dinâmicas ocorridas durante as sessões assim como as ajudas do adulto (scaffolding). No final do programa, as crianças que passaram pela intervenção atingiram resultados semelhantes em leitura aos das restantes crianças das turmas.Fundação para a Ciência e a Tecnologia - FCTUniversitat Autònoma de BarcelonaRepositório do ISPASalvador, Liliana Ferreira dos SantosMartins, Margarida2018-11-14T16:10:40Z2018-01-01T00:00:00Z2018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/6720engBellaterra Journal of Teaching & Learning Language & Literature (BJTLLL), 11(2), 74-902013-6196info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T16:42:26Zoai:repositorio.ispa.pt:10400.12/6720Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:24:33.750021Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The impact of a writing programme on reading acquisition of at risk first grade children
title The impact of a writing programme on reading acquisition of at risk first grade children
spellingShingle The impact of a writing programme on reading acquisition of at risk first grade children
Salvador, Liliana Ferreira dos Santos
Reading
Learning
Writing programme
Scaffolding
Lectura
Aprendizaje
Programa de escritura
Andamiaje
Leitura
Aprendizagem
Programa de escrita
Scaffolding
title_short The impact of a writing programme on reading acquisition of at risk first grade children
title_full The impact of a writing programme on reading acquisition of at risk first grade children
title_fullStr The impact of a writing programme on reading acquisition of at risk first grade children
title_full_unstemmed The impact of a writing programme on reading acquisition of at risk first grade children
title_sort The impact of a writing programme on reading acquisition of at risk first grade children
author Salvador, Liliana Ferreira dos Santos
author_facet Salvador, Liliana Ferreira dos Santos
Martins, Margarida
author_role author
author2 Martins, Margarida
author2_role author
dc.contributor.none.fl_str_mv Repositório do ISPA
dc.contributor.author.fl_str_mv Salvador, Liliana Ferreira dos Santos
Martins, Margarida
dc.subject.por.fl_str_mv Reading
Learning
Writing programme
Scaffolding
Lectura
Aprendizaje
Programa de escritura
Andamiaje
Leitura
Aprendizagem
Programa de escrita
Scaffolding
topic Reading
Learning
Writing programme
Scaffolding
Lectura
Aprendizaje
Programa de escritura
Andamiaje
Leitura
Aprendizagem
Programa de escrita
Scaffolding
description ABSTRACT: Our aim was to assess the impact of a writing programme on the reading acquisition of first graders considered at-risk of developing reading difficulties. Eighteen children from six classrooms of three primary schools attended this programme. Their results on literacy tests at the end of the first trimester were very low when compared to those of the remaining 91 children attending the same classrooms. This programme, based on a socio-constructive approach, had 12 sessions. In each session, children were asked to discuss the writing of words and sentences until they reached an agreement. The adult's role was to guide and question children along their process of discovery and reflection. The dynamics that occurred during the sessions and the adult’s help (scaffolding) were characterized. At the end of the programme, children who underwent the intervention reached similar reading results as the remaining children in the classrooms.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-14T16:10:40Z
2018-01-01T00:00:00Z
2018-01-01T00:00:00Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.12/6720
url http://hdl.handle.net/10400.12/6720
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL), 11(2), 74-90
2013-6196
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 Universitat Autònoma de Barcelona
publisher.none.fl_str_mv Universitat Autònoma de Barcelona
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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