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Abstract(s)
A consciência fonológica é considerada uma competência fundamental na compreensão do
princípio alfabético e encontra-se relacionada com a aprendizagem da leitura e da escrita.
O treino prévio da consciência fonológica antes do ensino formal da leitura apresenta
resultados positivos na aprendizagem da mesma. Assim, a implementação de programas de
intervenção em idade pré-escolar é de grande utilidade.Este trabalho teve como objetivo
avaliar o impactode um programa de treino de consciência fonológica nas modalidades de
intervenção universal e seletiva.Participaram um total de 49 crianças de 5/6 anos,
pertencentes ao grupo pré-escolar da escola da zona norte do país. Foram divididas em dois
grupos distintos, o grupo experimental e o grupo de controlo. Foram criados 2 subgrupos,
um sem dificuldades e outro com dificuldades, que beneficiaram de intervenções
diferenciadas.O programa de treino da consciência fonológica incidia nas seguintes tarefas
da consciência fonológica: segmentação frásica, segmentação silábica, identificação do
fonema inicial e supressão da sílaba e do fonema inicial. Os resultados demonstraram que
o programa de treino foi eficaz em algumas das competências trabalhadas, uma vez que o
grupo experimental evoluiu de forma significativa na globalidade das tarefas que foram
trabalhadas com o grupo.
The phonological awareness is considered a fundamental competence in the understanding of the alphabetic principle and it is related to the learning of reading and writing. The prior practice of phonological awareness before the formal teaching of reading has positive results in learning. Thus, the implementation of pre-school intervention programmes is useful. This work aimed to evaluate the impact of a phonological awareness training program in a universal and selective intervention modality. In this studyparticipated 49 pre-school children (aged between 5 and 6 years old) from this school, located in the North of Portugal.They were divided into two distinct groups, the experimental group and the control group. Two subgroups were created, one without difficulties (special needs) and another with difficulties,(special needs) which has benefited from differentiated approaches.The phonological awareness training program focused on the following tasks of phonological awareness: the sentence segmentation, the syllabic initial phoneme identification and the syllable and initial phoneme suppression. The results showed that the training program has been effective in some of the competences, since the experimental group has significantly evolved in all of the tasks that have been worked with the group.
The phonological awareness is considered a fundamental competence in the understanding of the alphabetic principle and it is related to the learning of reading and writing. The prior practice of phonological awareness before the formal teaching of reading has positive results in learning. Thus, the implementation of pre-school intervention programmes is useful. This work aimed to evaluate the impact of a phonological awareness training program in a universal and selective intervention modality. In this studyparticipated 49 pre-school children (aged between 5 and 6 years old) from this school, located in the North of Portugal.They were divided into two distinct groups, the experimental group and the control group. Two subgroups were created, one without difficulties (special needs) and another with difficulties,(special needs) which has benefited from differentiated approaches.The phonological awareness training program focused on the following tasks of phonological awareness: the sentence segmentation, the syllabic initial phoneme identification and the syllable and initial phoneme suppression. The results showed that the training program has been effective in some of the competences, since the experimental group has significantly evolved in all of the tasks that have been worked with the group.
Description
Keywords
Programa de treino fonológico Consciência fonológica Pré-escolar Phonological training program Phonological awareness Preschool
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação