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Escrita inventada no jardim-de-infância : contributos para a aprendizagem da leitura e escrita ; Escrita inventada no jardim-de-infância: Contributos para a aprendizagem da leitura e escrita
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Abstract:
A presente investigação insere-se no quadro teórico da literacia emergente e pretende analisar os contributos de um programa de intervenção de escrita inventada no jardim-de-infância para a aprendizagem da leitura e escrita no 1º ano de escolaridade. Participaram 95 crianças no último ano do ensino pré-escolar que não sabiam ler nem escrever e que foram aleatoriamente divididas em duas condições: 48 no grupo experimental e 47 no grupo de controlo. Os participantes em cada condição eram equivalentes quanto à idade, habilitações académicas dos pais, raciocínio abstrato, consciência silábica, consciência fonémica e conhecimento de letras. Foram avaliadas as competências de escrita e leitura de palavras das crianças no jardim-de-infância (antes e depois do programa) e no final do 1º ano do ensino básico. Durante a intervenção, o grupo experimental participou em 10 sessões bissemanais de escrita inventada, enquanto o grupo de controlo realizou atividades de conto de histórias infantis. A análise dos dados revelou diferenças estatisticamente significativas entre os dois grupos, tanto em escrita como em leitura, apresentando o grupo experimental resultados superiores no final do pré-escolar e do 1º ano. Este estudo sugere a importância de incluir atividades de escrita inventada como prática pedagógica no contexto de jardim-de-infância. ; This study was developed within the theoretical framework of emergent literacy and aims at analysing the contributions of an invented spelling intervention programme in preschool for learning to read and write in the first year of primary school. 95 children attending the last year of preschool who did not know how to read or write participated in this study and were randomly divided into two conditions: 48 in the experimental group and 47 in the control group. The participants in each condition were equivalent on age, parents’ education level, abstract reasoning, syllabic awareness, phonemic awareness and letter knowledge. Children’s word reading and writing skills were tested in preschool (before and after the programme) and at the end of primary school. During the intervention period, the experimental group participated in 10 invented spelling biweekly sessions, whereas the control group participated in storytelling activities. Data analysis exposed statistically significant differences both in reading and in writing, since the experimental group displayed higher results at the end of primary school and at the end of Year 1. This study indicates that it is important to include invented spelling activities as a pedagogical practice in preschool contexts. ; info:eu-repo/semantics/publishedVersion
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Keyword:
Emergent literacy; Escrita inventada; Intervention programmes; Invented spelling; Leitura; Literacia emergente; Pré-escolar; Preschool; Programas de intervenção; Reading
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URL: http://hdl.handle.net/10400.12/6671 https://doi.org/10.14417/ap.1308
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The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder
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Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages
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In: Education Sciences ; Volume 8 ; Issue 4 (2018)
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Validity of a Dynamic Spanish Assessment of Phonological Awareness in Emergent Bilingual Children
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Early Literacy Abilities in Spanish-English Emergent Bilingual Children from Varied Dialectal Backgrounds
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In: Graduate Theses and Dissertations (2018)
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Young Children's Translingual and Transnational Writing in an Urban Literacy Classroom
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Tutor Language Use During Interactive Book Reading Sessions
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Home-Based Literacy Interventions for English Language Learners: A Review of the Literature
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In: Lopez, Veronica. (2017). Home-Based Literacy Interventions for English Language Learners: A Review of the Literature. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/73g006zp (2017)
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Vocabulary Development through Shared Storybook Reading with Preschool Parents
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The Emergent Literacy Development of Spanish-Speaking Preschool Children with Specific Language Impairment
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492647454832038 (2017)
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Emergent Conscientization Among Pre-Teens Through Critical, Socioculturally Responsive Literacy Pedagogy
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Theoretical Understandings and Empirical Approaches to the Measurement of Children's Early Composing
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Neighbors Link's Parent-Child Together Program: Supporting Immigrant Parents' Integration to Promote School Readiness Among Their Emergent Bilingual Children
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Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector ; Impact of shared reading and pre-reading skills in the reading learning process
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Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector
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Gutiérrez Fresneda, Raúl. - : Universidad de Castilla-La Mancha: Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017
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A contribuição das habilidades de letramento emergente para as competências iniciais de leitura e escrita ; The contribution of emergent literacy skills to early reading and writing performance
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Castro, Danielle Andrade Silva de. - : Biblioteca Digital de Teses e Dissertações da USP, 2017. : Universidade de São Paulo, 2017. : Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, 2017
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The Feasibility of Assessing Parent and Child Letter Knowledge in At-Rrisk Families Within a Museum Enrichment Setting
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The reliability and validity of a progress-monitoring tool: A psychometric examination of the phonological awareness skills of preschoolers with ASD
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Tablet-Based eBooks for Young Children: What Does the Research Say?
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