Transtornos da linguagem na pré-escola e o início da alfabetização

Maria Lúcia Novaes Menezes; Denise Streit Morsch; Maria Luciana de Siqueira Mayrink

doi:10.51207/2179-4057.20230016

Authors

Maria Lúcia Novaes Menezes Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil
Denise Streit Morsch Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil
Maria Luciana de Siqueira Mayrink Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20230016

Keywords:

Language Development, Development Language Disorders, Preschool, First Grade, Literacy

Abstract

Objective: To investigate the relationship between language development and literacy. Methods: The study was developed in two Public Schools, in the Preschool with children aged between 5 and 6 years and 1 month and in the first grade of Elementary School with the same children. All participants were evaluated with Language Development Evaluation 2, which enabled them to be divided into two groups. Group 1 with children with Typical Language Development (TLD) and group 2 with Development Language Disorders (DLD). Learning development was observed with Teacher Questionnaire (QP). The same procedure was performed in first grade. Results: The results indicated that group 1 had Typical Language Development and appropriate learning and were able to follow activities in preschool and in first grade of Elementary School. Group 2 was diagnosed with Development Language Disorders and presented severe difficulties in comprehension and expression languages. In the classroom, they did not follow the activities in concerning Preschool and in first grade. They did not begin the literacy process. Considerations: It was demonstrated that oral language development is essential to literacy. Understanding children’s deficiency in oral communication during Preschool contributes to adequate interventions to diminish difficulties in learning reading and writing.

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Author Biographies

Maria Lúcia Novaes Menezes, Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil

Doutora em Ciências – Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira (IFF/FIOCRUZ); Pesquisadora Visitante – IFF/FIOCRUZ,

Denise Streit Morsch, Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil

Doutora em Ciências - Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira (IFF/FIOCRUZ); Consultora Nacional do Método Canguru – CACRIAD – Ministério da Saúde,

Maria Luciana de Siqueira Mayrink, Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Rio de Janeiro, Rio de Janeiro, Brasil

Mestre em Ciências – Instituto Nacional da Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira (IFF/FIOCRUZ); Doutoranda – Pesquisa Aplicada à Saúde da Criança – IFF/FIOCRUZ; Ambulatório de Fonoaudiologia Especializado em Linguagem – Área de Atenção Clínica a Criança e ao Adolescente – IFF/FIOCRUZ.

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