Preschool Literacy and Reading Performance in Primary School
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Psicologia (Universidade de Brasília. Online) |
Texto Completo: | https://periodicos.unb.br/index.php/revistaptp/article/view/17829 |
Resumo: | The debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children’s performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction. |
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Psicologia (Universidade de Brasília. Online) |
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Preschool Literacy and Reading Performance in Primary SchoolLiteracia Pré-Escolar e Desempenho na Leitura na Instrução PrimáriaPsicologia da EducaçãoLiteracia emergenteLeituraConsciência fonológicaVelocidade de leituraEmergent literacyReading performancePhonological awarenessReading speedThe debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children’s performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction.A literacia pré-escolar tem recebido uma crescente atenção. Neste estudo, participaram 70 crianças que iniciaram o 1.º ano de escolaridade no ano letivo 2009/10 e que, na educação pré-escolar, frequentaram três instituições com abordagens diferenciadas de leitura e de escrita. O estudo inclui quatro medidas repetidas no tempo nas áreas da fonologia, reconhecimento de letras, palavras e velocidade de leitura. Os resultados sugerem que a abordagem específca à leitura na educação pré-escolar condiciona o desempenho da leitura na instrução primária. Contudo, essa influência parece ser atenuada com o tempo. Por outro lado, verifcou-se que sujeitos que receberam instrução direta de leitura em idade pré-escolar (mas não treino fonológico) obtêm resultados significativamente superiores em tarefas fonológicas aos de sujeitos que receberam treino fonológico prolongado (mas não de leitura).Instituto de Psicologia - Universidade de Brasília2017-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17829Psicologia: Teoria e Pesquisa; V. 32 N. 4Psicologia: Teoria e Pesquisa; V. 32 N. 4Psicologia: Teoria e Pesquisa; V. 32 N. 4Psicologia: Teoria e Pesquisa; V. 32 N. 41806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17829/16321https://periodicos.unb.br/index.php/revistaptp/article/view/17829/17923Pinto, PatríciaJoão Arménio Lamego Lope, Joãoinfo:eu-repo/semantics/openAccess2018-11-20T14:36:38Zoai:ojs.pkp.sfu.ca:article/17829Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-11-20T14:36:38Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Preschool Literacy and Reading Performance in Primary School Literacia Pré-Escolar e Desempenho na Leitura na Instrução Primária |
title |
Preschool Literacy and Reading Performance in Primary School |
spellingShingle |
Preschool Literacy and Reading Performance in Primary School Pinto, Patrícia Psicologia da Educação Literacia emergente Leitura Consciência fonológica Velocidade de leitura Emergent literacy Reading performance Phonological awareness Reading speed |
title_short |
Preschool Literacy and Reading Performance in Primary School |
title_full |
Preschool Literacy and Reading Performance in Primary School |
title_fullStr |
Preschool Literacy and Reading Performance in Primary School |
title_full_unstemmed |
Preschool Literacy and Reading Performance in Primary School |
title_sort |
Preschool Literacy and Reading Performance in Primary School |
author |
Pinto, Patrícia |
author_facet |
Pinto, Patrícia João Arménio Lamego Lope, João |
author_role |
author |
author2 |
João Arménio Lamego Lope, João |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pinto, Patrícia João Arménio Lamego Lope, João |
dc.subject.por.fl_str_mv |
Psicologia da Educação Literacia emergente Leitura Consciência fonológica Velocidade de leitura Emergent literacy Reading performance Phonological awareness Reading speed |
topic |
Psicologia da Educação Literacia emergente Leitura Consciência fonológica Velocidade de leitura Emergent literacy Reading performance Phonological awareness Reading speed |
description |
The debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children’s performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-28 |
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://periodicos.unb.br/index.php/revistaptp/article/view/17829 |
url |
https://periodicos.unb.br/index.php/revistaptp/article/view/17829 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/17829/16321 https://periodicos.unb.br/index.php/revistaptp/article/view/17829/17923 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
dc.source.none.fl_str_mv |
Psicologia: Teoria e Pesquisa; V. 32 N. 4 Psicologia: Teoria e Pesquisa; V. 32 N. 4 Psicologia: Teoria e Pesquisa; V. 32 N. 4 Psicologia: Teoria e Pesquisa; V. 32 N. 4 1806-3446 0102-3772 reponame:Psicologia (Universidade de Brasília. Online) instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Psicologia (Universidade de Brasília. Online) |
collection |
Psicologia (Universidade de Brasília. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
revistaptp@gmail.com |
_version_ |
1800211712807272448 |