Effective literacy teaching practices in Portugal: A study in first grade.
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/6324 |
Resumo: | This article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices – Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils’ reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for mother’s educational levels, showed that pupils of balanced teachers had better results than pupils in the other two groups. These results are in line with those described in the English literature, pointing out that the key term for describing successful literacy teaching practices is balance: balance in classroom management procedures, from more teacher-centred to more pupil-centred; balance in different types of reading materials, from more authentic materials to materials designed to work on specific skills; and balance between explicit instruction in grapheme-phoneme correspondences and reading and writing authentic texts. |
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Effective literacy teaching practices in Portugal: A study in first grade.First gradeReading achievementReading instructionTeaching practicesThis article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices – Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils’ reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for mother’s educational levels, showed that pupils of balanced teachers had better results than pupils in the other two groups. These results are in line with those described in the English literature, pointing out that the key term for describing successful literacy teaching practices is balance: balance in classroom management procedures, from more teacher-centred to more pupil-centred; balance in different types of reading materials, from more authentic materials to materials designed to work on specific skills; and balance between explicit instruction in grapheme-phoneme correspondences and reading and writing authentic texts.International Association for Research in L1 EducationRepositório do ISPAGaitas, Sérgio Miguel ProtásioMartins, Margarida AlvesFijalkow, Jackes2018-04-14T14:45:07Z2017-01-01T00:00:00Z2017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/6324engL1-Educational Studies in Language and Literature, 18, 1-24 Doi: 10.17239/L1ESLL-2017.17.01.031578-661710.17239/L1ESLL-2017.17.01.03info: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:RCAAP2022-09-05T16:42:03Zoai:repositorio.ispa.pt:10400.12/6324Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:24:08.890855Repositório 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 |
Effective literacy teaching practices in Portugal: A study in first grade. |
title |
Effective literacy teaching practices in Portugal: A study in first grade. |
spellingShingle |
Effective literacy teaching practices in Portugal: A study in first grade. Gaitas, Sérgio Miguel Protásio First grade Reading achievement Reading instruction Teaching practices |
title_short |
Effective literacy teaching practices in Portugal: A study in first grade. |
title_full |
Effective literacy teaching practices in Portugal: A study in first grade. |
title_fullStr |
Effective literacy teaching practices in Portugal: A study in first grade. |
title_full_unstemmed |
Effective literacy teaching practices in Portugal: A study in first grade. |
title_sort |
Effective literacy teaching practices in Portugal: A study in first grade. |
author |
Gaitas, Sérgio Miguel Protásio |
author_facet |
Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves Fijalkow, Jackes |
author_role |
author |
author2 |
Martins, Margarida Alves Fijalkow, Jackes |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Gaitas, Sérgio Miguel Protásio Martins, Margarida Alves Fijalkow, Jackes |
dc.subject.por.fl_str_mv |
First grade Reading achievement Reading instruction Teaching practices |
topic |
First grade Reading achievement Reading instruction Teaching practices |
description |
This article examines the effect of literacy teaching practices on the reading ability of first grade pupils in Portuguese, a semi-transparent orthography. First grade teachers (N=267) self-reported their literacy teaching practices through a questionnaire. Hierarchical cluster analysis revealed three groups with different practices – Language Experience, Phonic, and Balanced. Eight teachers from each group were randomly selected for classroom observation (N=24) to gain more in-depth information about their practices, namely by analysing classroom management procedures and materials used. Their pupils’ reading abilities were assessed at the beginning and end of the first grade (N=465) through two tasks: word reading and comprehension. Multivariate analysis of covariance, controlling for mother’s educational levels, showed that pupils of balanced teachers had better results than pupils in the other two groups. These results are in line with those described in the English literature, pointing out that the key term for describing successful literacy teaching practices is balance: balance in classroom management procedures, from more teacher-centred to more pupil-centred; balance in different types of reading materials, from more authentic materials to materials designed to work on specific skills; and balance between explicit instruction in grapheme-phoneme correspondences and reading and writing authentic texts. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-01-01T00:00:00Z 2017-01-01T00:00:00Z 2018-04-14T14:45:07Z |
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/10400.12/6324 |
url |
http://hdl.handle.net/10400.12/6324 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
L1-Educational Studies in Language and Literature, 18, 1-24 Doi: 10.17239/L1ESLL-2017.17.01.03 1578-6617 10.17239/L1ESLL-2017.17.01.03 |
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 |
International Association for Research in L1 Education |
publisher.none.fl_str_mv |
International Association for Research in L1 Education |
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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1799130103301537792 |