Knowledge of letters, syllables and words by students 1st and 2nd grades of basic education
Keywords:
Reading, Evaluation, Learning, TeachingAbstract
Purpose: Verify and compare the performance of students from 1st and 2nd grades of basic education in knowledge of letters, syllables and words in three assessment periods. Methods: The participants were 19 students from a local public school attending the 1st and 2nd years of elementary school in Marília-SP, from both genders, aged 6-7 years and 11 months old. The students were divided into GI: composed of 9 students from 1stgrade, and GII: composed of 10 students from 2nd grade of elementary school. The two groups were subjected to the application of the Brazilian adaptation of the Protocol for the identification and early detection of dyslexia. This protocol was composed of two parts, called reading level and identification of specific errors. The results were statistically analyzed in order to compare the performance of the groups in the three assessment periods. Results: The results revealed statistically significant differences, indicating that the performance of both groups was higher when the first and third assessments were compared. Conclusions: The results of this study lead to the conclusion that, throughout the school year, both GI and GII students became capable of understanding and recognizing letters, syllables and words, and also of identifying and recognizing errors of inversion, showing that the students without learning difficulties acquired the alphabetic principle of the Brazilian Portuguese writing system by being exposed to the tasks of reading and writing in the context of the classroom.
Downloads
References
Bravo-Valdivieso L, Villalón M, Orellana E. Predictibilidad del rendimiento en lectura: una investigación de seguimiento entre primer y tercer año. Rev Latinoam Psicol. 2006;38:9-20.
Cardoso-Martins C, Pennington B. The relationship between phoneme awareness and rapid serial naming skill and literacy acquisition: the role of developmental period and reading ability. Sci Stud Read. 2004;8(1):27-52.
Cardoso-Martins C, Michalick MF, Pollo TC. Como as crianças com síndrome de Down aprendem a ler? O papel do conhecimento do nome das letras. Psicol Reflex Crit. 2006;19:53-9.
Capellini SA, Padula NAMR, Santos LCA, Lourenceti MD, Carrenho EH, Ribeiro LA. Desempenho em consciência fonológica, memória operacional, leitura e escrita na dislexia familial. Pro Fono. 2007;19(4):374-80.
Silva C, Capellini SA. Eficácia do programa de remediação fonológica e leitura no distúrbio de aprendizagem. Pro Fono. 2010;22(2):131-8.
De Abreu MD, Cardoso-Martins C. Alphabetic access route in beginning reading acquisition in Portuguese: the role of letter-name knowledge. Read Wri. 1998;10(2):85-104.
De Jong PF, Olson RK. Early predictors of letter knowledge. J Exp Child Psychol. 2004;8:254-73.
Capellini SA, Sampaio MN, Fukuda MTM, Oliveira AM, Fadini CC, Martins MA. Protocolo de identificação precoce dos problemas de leitura: estudo preliminar com escolares de 1º ano escolar. Rev Psicopedag. 2009;81(26):367-75.
Capellini SA, Ferreira TL, Salgado CA, Ciasca SM. Desempenho de escolares bons leitores, com dislexia e com transtorno do déficit de atenção e hiperatividade em nomeação automática rápida. Rev Soc Bras Fonoaudiol. 2007;12(2):114-9.
Blaiklock K. The importance of letter knowledge in the relationship between phonological awareness and reading. J Res Read. 2004;27:36-57.
Bowey JA. Socioeconomic status differences in preschool phonological sensitivity and first-grade reading. J Educ Psychol. 1995;87:476-87.
Simmons DC, Coyne MD, Kwok OM, McDonagh S, Harn B, Kame´enui EJ. Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third grade. J Learn Disabil. 2008;41(2):158-73.
Alameda JR, Cuetos F. Diccionario de frecuencias de las unidades linguísticas del castellano 1995;1-2.
Refundini DC, Martins MA, Capellini SA. Treinamento da correspondencia grafema-fonema em escolares de risco para a dislexia. Rev Psicopedag. 2010;20(83):191-201.
Anthony JL, Williams JM, McDonald R, Corbitt-Shindler D, Carlson CD, Francis DJ. Phonological processing and emergent literacy in spanish-speaking preschool children. Ann Dyslexia. 2006;56(2):239-70.
Jong PF. Phonological awareness and the use of phonological similarity in letter–sound learning. J Exp Child Psychol. 2007;98:131–52.
Condemarim M, Blomquist M. Dislexia: manual de leitura corretiva. Porto Alegre: Artes Médicas; 1989.
Scliar-Cabral L. Princípios do sistema alfabético do português do Brasil. São Paulo: Contexto; 2003.
Capellini SA, Butarelli APKJ, Germano GD. Learning disabilities of writing in students from 1st to 4th grades of public education. Educ Quest. 2010;37(23):146-64.
Gonçalves BAG, Capellini SA. Desempenho de escolares de 1ª série na bateria de identificação de erros de reversão e inversão na escrita: estudo preliminar. Rev CEFAC. 2010.
Pinheiro FH, Capellini SA. Treinamento auditivo em escolares com distúrbio de aprendizagem. Pro Fono. 2010;22(1):49-54.
Salles JF, Parente MAMP. Funções neuropsicológicas em crianças com dificuldades de leitura e escrita. Psic Teor Pesq. 2006;22:153-62.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2010 Mayara Pessoa de Moraes, Simone Aparecida Capellini
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
