Why teaching the relations between graphemes and phonemes?
Keywords:
Education, Learning, Evaluation, Child developmentAbstract
This study aimed to observe if the teaching of grapheme-phoneme correspondence favors differences at the development of phonological awareness at pre-school classes. It is questioned to what extent the literacy method can benefit the development of phonological awareness, an ability narrowly related to a successful learning of reading and alphabetical writing. Two groups of children, with average initial age of 5 years and 9 months, exposed to two different teaching methods, were evaluated during one year through tasks of phonological awareness at syllabic and phonemic levels. Results showed evolution of both abilities between the two moments of evaluation, in both groups, but the phonemic awareness abilities presented a bigger growth. It was observed, however, significant differences at this growing evolution between the two groups. The group who received grapheme-phoneme correspondence teaching presented more evolution at phonemic tasks performances.
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