A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita
Autor(a) principal: | |
---|---|
Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6867 |
Resumo: | This research aims to understand the repercussion in children's lecto-writing performance caused by the metaphonological pre-alphabetic stimulation. The children were stimulated in the Kindergarten and were analysed in the 1st year of the Elementary School. The studies were realized in an Elementary Public School, which integrates the Teaching Municipal System in Santa Maria-RS. wenty children from two first year classes have participated in the research. They were divided into 4 groups: D, E, F and G. Ten children participated in the metaphonological activities in the Kindergarten (groups D and E) and 10 children did not participate in these activities (groups F and G). Different activities were realized in order to understand the children advances. These include tests of Phonological Awareness, Reading, Writing, Writing and Orthographic Exploration, and Reader Comprehension. The results of these tests shows that the phonological awareness stimulation in the Kindergarten Education causes a difference in the performance of the lecto-writing just in children from the group E. This conclusion was possible because of the comparison between children from the groups E and F. In this comparison, the children of group E have superior performance in all activities. Children from the groups D and G demonstrate similar performances in the activities involving the lecto-writing. The stimulation of the phonological awareness seems to have benefited the children in group E, by influencing the social functions of the writing language and its relationship with the oral language. These benefits did not happen to the children of the group D. The use of pedagogical strategies organized by the teachers, involving the relationship between the phonological awareness and the lecto-writing, can facilitate the process of comprehension of the alphabetic system. In this way, the relationships among the phonological awareness, the lecto-writing, orthographic writing and text comprehension can be used with pedagogical purposes, if the teachers take into account the previous experiences from children who enter in the elementary school. It is important that teachers be aware of the school function to children that start their studies without having the opportunity to live in a good environment, with reading and writing stimulation. |
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2017-01-312017-01-312006-03-01BASSO, Fabiane Puntel. The phonological awareness stimulation and its repercussion in the lecto-writing learning process. 2006. 172 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2006.http://repositorio.ufsm.br/handle/1/6867This research aims to understand the repercussion in children's lecto-writing performance caused by the metaphonological pre-alphabetic stimulation. The children were stimulated in the Kindergarten and were analysed in the 1st year of the Elementary School. The studies were realized in an Elementary Public School, which integrates the Teaching Municipal System in Santa Maria-RS. wenty children from two first year classes have participated in the research. They were divided into 4 groups: D, E, F and G. Ten children participated in the metaphonological activities in the Kindergarten (groups D and E) and 10 children did not participate in these activities (groups F and G). Different activities were realized in order to understand the children advances. These include tests of Phonological Awareness, Reading, Writing, Writing and Orthographic Exploration, and Reader Comprehension. The results of these tests shows that the phonological awareness stimulation in the Kindergarten Education causes a difference in the performance of the lecto-writing just in children from the group E. This conclusion was possible because of the comparison between children from the groups E and F. In this comparison, the children of group E have superior performance in all activities. Children from the groups D and G demonstrate similar performances in the activities involving the lecto-writing. The stimulation of the phonological awareness seems to have benefited the children in group E, by influencing the social functions of the writing language and its relationship with the oral language. These benefits did not happen to the children of the group D. The use of pedagogical strategies organized by the teachers, involving the relationship between the phonological awareness and the lecto-writing, can facilitate the process of comprehension of the alphabetic system. In this way, the relationships among the phonological awareness, the lecto-writing, orthographic writing and text comprehension can be used with pedagogical purposes, if the teachers take into account the previous experiences from children who enter in the elementary school. It is important that teachers be aware of the school function to children that start their studies without having the opportunity to live in a good environment, with reading and writing stimulation.Esta pesquisa foi realizada com o objetivo de compreender a repercussão no desempenho da lecto-escrita de crianças que realizaram e que não realizaram um programa de estimulação pré-alfabética metafonológica na Educação Infantil e que no momento do estudo freqüentavam a 1ª série do Ensino Fundamental. O cenário foi constituído em uma escola pública de Ensino Fundamental, que integra o sistema Municipal de Ensino de Santa Maria-RS e é localizada na zona periférica da cidade. Os sujeitos foram 20 crianças de duas primeiras séries, divididas em quatro grupos, grupo D, E, F e G. Dessas crianças, 10 crianças participaram das atividades metafonológicas na pré-escola (grupos D e E) e 10 crianças não participaram dessas atividades (grupos F e G). Para compreender os diferentes avanços das crianças participantes desta pesquisa, foram realizadas as seguintes atividades: Prova de Consciência Fonológica, Atividade de Leitura, Atividade de Escrita, Atividade de Exploração da Escrita Ortográfica e Atividade de Compreensão Leitora. Os achados obtidos permitiram concluir que a estimulação da consciência fonológica na Educação Infantil proporcionou uma diferença de desempenho da lecto-escrita apenas para as crianças do grupo E, pois, em comparação com as crianças do grupo F, elas tiveram um desempenho muito superior em todas as atividades. Já, as crianças dos grupos D e G demonstraram desempenhos semelhantes nas atividades envolvendo a lecto-escrita. A estimulação da consciência fonológica parece ter beneficiado as crianças do grupo E, influenciando, assim, nas funções sociais da língua escrita, nas diversas formas, propósitos e relações com a oralidade. O que não aconteceu com as crianças do grupo D. A utilização de estratégias pedagógicas pensadas e organizadas pelos professores, envolvendo a relação entre a consciência fonológica e a lecto-escrita, pode facilitar o processo de compreensão do sistema alfabético. Dessa forma, as relações entre a consciência fonológica, a lecto-escrita, a escrita ortográfica e a compreensão de textos pode ser utilizada com fins pedagógicos, desde que os professores valorizem as experiências prévias das crianças que ingressam na escola formal e reflitam sobre o papel da escola para aquelas crianças que chegam à instituição sem terem tido a oportunidade de conviver em um ambiente estimulador de leitura e de escrita.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoEducaçãoAprendizagemLíngua escritaConsciência fonológicaCNPQ::CIENCIAS HUMANAS::EDUCACAOA estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escritaThe phonological awareness stimulation and its repercussion in the lecto-writing learning processinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Corrêa, Marcia Cristinahttp://lattes.cnpq.br/4758168670271026Dani, Lúcia Salete Celichhttp://lattes.cnpq.br/5368876482632437http://lattes.cnpq.br/5999899809736537Basso, Fabiane Puntel700800000006400500300300300b44424f4-3a2c-42d2-af99-762aa9d1acde9a1f818e-1564-4673-b387-a2f684df520da701dc7e-9f4c-48e7-ac9a-979aa8cb3b240a43e2bc-5ce6-43ed-9aee-135249e00f42info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALFABIANEBASSO.pdfapplication/pdf1585566http://repositorio.ufsm.br/bitstream/1/6867/1/FABIANEBASSO.pdf42436ef53a2a52874f14cab0b025eabdMD51TEXTFABIANEBASSO.pdf.txtFABIANEBASSO.pdf.txtExtracted texttext/plain335396http://repositorio.ufsm.br/bitstream/1/6867/2/FABIANEBASSO.pdf.txt3667be5b6bfef836a5051f4c515495abMD52THUMBNAILFABIANEBASSO.pdf.jpgFABIANEBASSO.pdf.jpgIM Thumbnailimage/jpeg5889http://repositorio.ufsm.br/bitstream/1/6867/3/FABIANEBASSO.pdf.jpgde5e8b34e1076434527b1475d7f61041MD531/68672022-12-30 08:48:31.42oai:repositorio.ufsm.br:1/6867Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-12-30T11:48:31Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
dc.title.alternative.eng.fl_str_mv |
The phonological awareness stimulation and its repercussion in the lecto-writing learning process |
title |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
spellingShingle |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita Basso, Fabiane Puntel Educação Aprendizagem Língua escrita Consciência fonológica CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
title_full |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
title_fullStr |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
title_full_unstemmed |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
title_sort |
A estimulação da consciência fonológica e sua repercussão no processo de aprendizagem da lecto-escrita |
author |
Basso, Fabiane Puntel |
author_facet |
Basso, Fabiane Puntel |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Corrêa, Marcia Cristina |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4758168670271026 |
dc.contributor.referee2.fl_str_mv |
Dani, Lúcia Salete Celich |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5368876482632437 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5999899809736537 |
dc.contributor.author.fl_str_mv |
Basso, Fabiane Puntel |
contributor_str_mv |
Bolzan, Doris Pires Vargas Corrêa, Marcia Cristina Dani, Lúcia Salete Celich |
dc.subject.por.fl_str_mv |
Educação Aprendizagem Língua escrita Consciência fonológica |
topic |
Educação Aprendizagem Língua escrita Consciência fonológica CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aims to understand the repercussion in children's lecto-writing performance caused by the metaphonological pre-alphabetic stimulation. The children were stimulated in the Kindergarten and were analysed in the 1st year of the Elementary School. The studies were realized in an Elementary Public School, which integrates the Teaching Municipal System in Santa Maria-RS. wenty children from two first year classes have participated in the research. They were divided into 4 groups: D, E, F and G. Ten children participated in the metaphonological activities in the Kindergarten (groups D and E) and 10 children did not participate in these activities (groups F and G). Different activities were realized in order to understand the children advances. These include tests of Phonological Awareness, Reading, Writing, Writing and Orthographic Exploration, and Reader Comprehension. The results of these tests shows that the phonological awareness stimulation in the Kindergarten Education causes a difference in the performance of the lecto-writing just in children from the group E. This conclusion was possible because of the comparison between children from the groups E and F. In this comparison, the children of group E have superior performance in all activities. Children from the groups D and G demonstrate similar performances in the activities involving the lecto-writing. The stimulation of the phonological awareness seems to have benefited the children in group E, by influencing the social functions of the writing language and its relationship with the oral language. These benefits did not happen to the children of the group D. The use of pedagogical strategies organized by the teachers, involving the relationship between the phonological awareness and the lecto-writing, can facilitate the process of comprehension of the alphabetic system. In this way, the relationships among the phonological awareness, the lecto-writing, orthographic writing and text comprehension can be used with pedagogical purposes, if the teachers take into account the previous experiences from children who enter in the elementary school. It is important that teachers be aware of the school function to children that start their studies without having the opportunity to live in a good environment, with reading and writing stimulation. |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-03-01 |
dc.date.accessioned.fl_str_mv |
2017-01-31 |
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2017-01-31 |
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masterThesis |
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publishedVersion |
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BASSO, Fabiane Puntel. The phonological awareness stimulation and its repercussion in the lecto-writing learning process. 2006. 172 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2006. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6867 |
identifier_str_mv |
BASSO, Fabiane Puntel. The phonological awareness stimulation and its repercussion in the lecto-writing learning process. 2006. 172 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2006. |
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