DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
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 |
Resumo: | 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. |
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DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDRENDEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDRENPreschool 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.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 (Pre-ALFA). The development process was followed by 4 steps: 1) Integrative review of EL assessment and Pre-ALFA tasks’ design; 2) Expert’s analysis; 3–4) Pilot studies with 4–6-year-old children (N=20). The last three 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 a reference for the next steps. The results of both experts’ 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. Pre-ALFA seems to be promising to give an outlook on children’s EL skills development and might be helpful in educational and clinical environments.Universidade Federal do Rio Grande do Sul2023-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufrgs.br/index.php/organon/article/view/13462210.22456/2238-8915.134622Organon; v. 38 n. 76 (2023): Aquisição da linguagem em diferentes contextos: desafios, diferenças e intersecções2238-89150102-6267reponame:Organon (Porto Alegre. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/organon/article/view/134622/90574http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessScalco Pereira, Juliada Rosa Piccolo, LucianeFumagalli de Salles, Jerusa2023-12-20T13:23:52Zoai:seer.ufrgs.br:article/134622Revistahttp://seer.ufrgs.br/organon/indexPUBhttp://seer.ufrgs.br/index.php/organon/oai||organon@ufrgs.br2238-89150102-6267opendoar:2023-12-20T13:23:52Organon (Porto Alegre. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
title |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
spellingShingle |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN Scalco Pereira, Julia |
title_short |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
title_full |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
title_fullStr |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
title_full_unstemmed |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
title_sort |
DEVELOPMENT PROCESS OF AN EMERGENT LITERACY BATTERY FOR BRAZILIAN PRESCHOOL CHILDREN |
author |
Scalco Pereira, Julia |
author_facet |
Scalco Pereira, Julia da Rosa Piccolo, Luciane Fumagalli de Salles, Jerusa |
author_role |
author |
author2 |
da Rosa Piccolo, Luciane Fumagalli de Salles, Jerusa |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Scalco Pereira, Julia da Rosa Piccolo, Luciane Fumagalli de Salles, Jerusa |
description |
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. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufrgs.br/index.php/organon/article/view/134622 10.22456/2238-8915.134622 |
url |
https://seer.ufrgs.br/index.php/organon/article/view/134622 |
identifier_str_mv |
10.22456/2238-8915.134622 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/organon/article/view/134622/90574 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Organon; v. 38 n. 76 (2023): Aquisição da linguagem em diferentes contextos: desafios, diferenças e intersecções 2238-8915 0102-6267 reponame:Organon (Porto Alegre. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Organon (Porto Alegre. Online) |
collection |
Organon (Porto Alegre. Online) |
repository.name.fl_str_mv |
Organon (Porto Alegre. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||organon@ufrgs.br |
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1799767076147036160 |