Habilidades cognitivas e competências de leitura em crianças do 1º ano

Abstract

When a child starts pre-scholar education, he already knows many things about the world around him and through their family and social and cultural environment. The amount of early stimulations, at an early stage, makes the child develop his cognitive and affective potential. The development and the acquired learning depend on the stimulations carried out by the surrounding environment and on the quality of the interactions from the birth. This process prior to entry into the school is moved by the child’s desire to explore his environment and after the schooling to be moved by child’s external needs. The student is confronted with a formal curriculum, with previous learning objectives that, sometimes, can be beyond his discovery desires or his life history. Learning to read is a construction that begins before the entrance in the elementary school, through the development of oral language and the contact with the written culture, which allows new communication modalities, new ability to symbolize and to dominate the environment skills. The school success depends on the previous learning s and on the adaptation and integration in the school environment capacities. Our intent is to verify if there are any background cognitive skills that predict reading success. The interest on this study stays on the teacher’s and all education professional’s needs to understand and to analyze carefully the reading learning situation of each child. We have chosen, based on scientific literature, two skills that we want to test: the phonologic conscience and the vocabulary. The study is a correlation one that stays between a descriptive study and an experimental approach. The participants are students from first grade which will be submitted to a reading/decoding test between March and June. We note that in the analysis of the results obtained in this research, we found no correlation between levels of phonological awareness and reading and vocabulary and reading, not allowing to affirm that there is a predictive of one of these skills with the reading competence.

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