Assessment of oral and written language in pre-school and early years of primary school
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.26334/2183-9077/rapln8ano2021a4 |
Resumo: | In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills. |
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Assessment of oral and written language in pre-school and early years of primary schoolAvaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridadeavaliação da linguagemconsciência fonológicaconsciência sintáticainiciação à leitura e à escritaliteracia emergentelanguage assessmentphonological awarenesssyntactic awarenessearly reading and writingemergent literacyIn this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.Associação Portuguesa de Linguística2021-10-16info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.26334/2183-9077/rapln8ano2021a4https://doi.org/10.26334/2183-9077/rapln8ano2021a4Revista da Associação Portuguesa de Linguística; No. 8 (2021): Journal of the Portuguese Linguistics Association; 40-53Revista da Associação Portuguesa de Linguística; N.º 8 (2021): Revista da Associação Portuguesa de Linguística; 40-532183-9077reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://ojs.apl.pt/index.php/rapl/article/view/116https://ojs.apl.pt/index.php/rapl/article/view/116/113Direitos de Autor (c) 2021 Joana Batalha, Maria Lobo, Antónia Estrela, Bruna Bragançainfo:eu-repo/semantics/openAccessBatalha, JoanaLobo, MariaEstrela, AntóniaBragança, Bruna2023-12-02T10:17:47Zoai:ojs3.ojs.apl.pt:article/116Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:36:01.427595Repositório 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 |
Assessment of oral and written language in pre-school and early years of primary school Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade |
title |
Assessment of oral and written language in pre-school and early years of primary school |
spellingShingle |
Assessment of oral and written language in pre-school and early years of primary school Batalha, Joana avaliação da linguagem consciência fonológica consciência sintática iniciação à leitura e à escrita literacia emergente language assessment phonological awareness syntactic awareness early reading and writing emergent literacy |
title_short |
Assessment of oral and written language in pre-school and early years of primary school |
title_full |
Assessment of oral and written language in pre-school and early years of primary school |
title_fullStr |
Assessment of oral and written language in pre-school and early years of primary school |
title_full_unstemmed |
Assessment of oral and written language in pre-school and early years of primary school |
title_sort |
Assessment of oral and written language in pre-school and early years of primary school |
author |
Batalha, Joana |
author_facet |
Batalha, Joana Lobo, Maria Estrela, Antónia Bragança, Bruna |
author_role |
author |
author2 |
Lobo, Maria Estrela, Antónia Bragança, Bruna |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Batalha, Joana Lobo, Maria Estrela, Antónia Bragança, Bruna |
dc.subject.por.fl_str_mv |
avaliação da linguagem consciência fonológica consciência sintática iniciação à leitura e à escrita literacia emergente language assessment phonological awareness syntactic awareness early reading and writing emergent literacy |
topic |
avaliação da linguagem consciência fonológica consciência sintática iniciação à leitura e à escrita literacia emergente language assessment phonological awareness syntactic awareness early reading and writing emergent literacy |
description |
In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-16 |
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 |
https://doi.org/10.26334/2183-9077/rapln8ano2021a4 https://doi.org/10.26334/2183-9077/rapln8ano2021a4 |
url |
https://doi.org/10.26334/2183-9077/rapln8ano2021a4 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.apl.pt/index.php/rapl/article/view/116 https://ojs.apl.pt/index.php/rapl/article/view/116/113 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2021 Joana Batalha, Maria Lobo, Antónia Estrela, Bruna Bragança info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2021 Joana Batalha, Maria Lobo, Antónia Estrela, Bruna Bragança |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Associação Portuguesa de Linguística |
publisher.none.fl_str_mv |
Associação Portuguesa de Linguística |
dc.source.none.fl_str_mv |
Revista da Associação Portuguesa de Linguística; No. 8 (2021): Journal of the Portuguese Linguistics Association; 40-53 Revista da Associação Portuguesa de Linguística; N.º 8 (2021): Revista da Associação Portuguesa de Linguística; 40-53 2183-9077 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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1799133623289380864 |