Reading and writing acquisition in pre-school: some reflections

• Autor(a) principal: Melo, Lélia Erbolato
• Data de Publicação: 2000
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Signum: Estudos da Linguagem
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4474
• topic: Reading and writing acquisition; Pre-school Children.; Aquisição da leitura-escrita; Pré-escola; Crianças.

The acquisition of reading and writing is often placed in a passionate or ideological manner, as a consequence, perhaps, of different approaches by both educators and psychologists/psycholinguists. In this work, we intend to initially offer some reflections about it as based on Gérard Chauveau et alli (1993). The goal is not to validate a specific theory, but to propose and discuss three aspects that we consider relevant to the study of the child’s  starting to write, as from data collected in a study with five children, aged five years, attending a nursery school at the University of Sao Paulo.