DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN

• Autor(a) principal: Scalco Pereira, Julia
• Data de Publicação: 2023
• Outros Autores: da Rosa Piccolo, Luciane, Fumagalli de Salles, Jerusa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Organon (Porto Alegre. Online)
• Texto Completo: https://seer.ufrgs.br/index.php/organon/article/view/134622

Preschool is an important time for linguistic skills consolidation, so, it is essential to comprehend which skills promote Emergent Literacy (EL) development and, consequently, allow children to read and write proficiently. In Brazil, there is a lack of standardized tools to evaluate these skills. The aim of this study is to present the development of an EL battery for Brazilian preschoolers (Pré-ALFA). Development process was followed by 4 steps: 1- Integrative review of EL assessment and Pré-ALFA tasks’ design; 2- Expert’s analysis; 3 and 4- Pilot studies with 4-6 years-old children (N=20). Three last steps were examined through frequency analysis. Integrative review pointed out fundamental abilities to be evaluated in this age range: emergent writing and reading; alphabet knowledge; vocabulary; phonological awareness. A preliminary structure of the battery was designed and used as reference for the next steps. The results of both expert’s analysis and pilot studies showed that the items were relevant to preschoolers’ evaluation (>75% agreement achieved; no significant floor/ceiling effect), although a few adjustments were needed. Pré-ALFA seems to be promising to give an outlook on children’s EL skills development and might be helpful in educational and clinical environments.