Individual Differences in Early Reading Acquisition:: Considering the Role of Metalinguistic Factors

• Autor(a) principal: Rego, Lúcia Lins Browne
• Data de Publicação: 2012
• 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/17212
• topic: Leitura; Consciência fonológica; Consciência sintática; Reading; Phonological awareness; Syntactic awareness

There is plenty of evidence that phonological and syntactic awareness make specific contributions to the development of decoding and reading comprehension. The contribution of these metalinguistic factors to reading developmentwas investigated in a group of 50 Brazilian children who were taught to read through a syllabic method. The children wereindividually tested in four sessions during a year period. The first and the last sessions oceurred before and after readingacquisition, when the mean ages were 5 years and 8 months, and 6 years and 8 months, respectively. Contrary to previousresults with English speaking children, the Brazilian children did not benefit from these early metalinguistic skills in learningto decode. The only connection that was replicated involved the relationship between syntactic awareness and reading taskswhich directly required the use of syntactic - semantic informations. Therefore, the results suggest that explanatory models ofindividual differences in early reading skills are sensitive to differences in languages and in teaching methods.