Preschool Literacy and Reading Performance in Primary School

Detalhes bibliográficos
Autor(a) principal: Pinto, Patrícia
Data de Publicação: 2017
Outros Autores: João Arménio Lamego Lope, João
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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spelling 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

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