A relação entre consciência fonológica, vocabulário e concepções sobre escrita em crianças do ensino pré-escolar

Abstract

The phonological awareness (PA) is predictive of reading and writing learning abilities, as well as other skills, such as Vocabulary and Print Concepts about Writing (PC), but less clear. The objectives of this study are to evaluate the correlation between PA, the vocabulary and PC, and verify if PA whether the training of PA for twelve weeks produces significant changes. For these purposes two groups were evaluated, the Intervention Group (IG), with 20 children’s with 4 and 5 years old, and a Control Group (CG), without intervention, with 19 children of 5 years old, both in preschool. Initially we assessed the PA and the vocabulary of both groups, through the Battery of Phonological tests and the Language Assessment Test in Children, respectively. After 12 weeks of an intervention program (20 sessions of 45 minutes of a PA Development Program) in IG, and without intervention in CG, the children were evaluated the PA and vocabulary for the second time, and the PC by an Evaluation Test of Technique-Language of Writing and Learning. The results reveals that the Vocabulary and PA improved more accentuated after the intervention program in IG, and presented better PC than in the CG. The PA, the Vocabulary and the PC positively correlates with each other (p

Date of Award	2012
Original language	Portuguese
Supervisor	OSCAR CONCEIÇÃO DE SOUSA (Supervisor)