Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental
TL;DR: The authors caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a and 2a series, segundo o sexo e grau de escolaridade and investigate a existencia of correlacoes entre essas variaveis.
Abstract: OBJETIVO: caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a e 2a series, segundo o sexo e grau de escolaridade e investigar a existencia de correlacoes entre essas variaveis. METODO: participaram 88 escolares (48 meninos e 40 meninas) entre cinco e oito anos de idade, sem queixas relacionadas a fala ou a aprendizagem. Foram avaliados por meio do Teste de Desempenho Escolar (Stein,1994) e pelas provas de nomeacao rapida, repeticao de pseudopalavras e consciencia fonologica, habilidades relacionadas ao processamento fonologico. A analise estatistica se deu pelo teste de Mann-Withney U e pelo coeficiente de Spearman, com intervalo de confianca de 95%. RESULTADOS: a maioria dos escolares apresentou classificacao de desempenho inferior nos subtestes do Teste de Desempenho Escolar, com maior media de acertos para leitura. Nao houve diferenca significante entre meninos e meninas. Os escolares da 2a serie mostraram melhor desempenho em escrita, leitura e aritmetica, quando comparados aos alunos da 1a serie. Ao contrario dos desempenhos em leitura, escrita, aritmetica e consciencia fonologica, os desempenhos em acesso lexical e memoria fonologica nao diferenciaram as series. Na 1a serie, encontraram-se correlacoes positivas entre o acesso ao lexico mental e a consciencia fonologica, entre leitura e escrita e consciencia fonologica, e entre aritmetica e consciencia fonologica. Na 2a serie, identificaram-se correlacoes positivas entre escrita, leitura e aritmetica e com a consciencia fonologica, acesso ao lexico com memoria fonologica e consciencia fonologica. CONCLUSAO: os escolares da 2a serie apresentaram melhores escores de desempenho escolar e de consciencia fonologica quando comparados aos alunos 1a, apesar da maioria ter alcancado classificacao inferior a esperada para a serie, definida pelo Teste. Diferentes variaveis do processamento fonologico correlacionaram-se positivamente com o desempenho escolar.
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TL;DR: In this article , the influence of phonological awareness on academic performance in Brazilian studies and the main standardized instruments used in the assessment to this skill were presented. But the authors did not consider the impact of phonology on reading, writing and mathematics.
Abstract: Introduction: Phonological awareness is a very important skill for reading, writing and math in many school years. Its investigation and evaluation has been carried out in different contexts with typical or atypical populations to understand how it develops and consequently contribute to research on academic performance. Objective: The aim of this paper is to study the influence of phonological awareness on academic performance in Brazilian studies and to present the main standardized instruments used in the assessment to this skill. Methods : Articles from the last five years were searched in LILACS and SciELO databases using descriptors in English: “phonological awareness” and “reading” or “writing” or “mathematics” or “academic performance” or “academic ability”, as well as descriptors in Portuguese using the same expressions. Open access studies carried out in Brazil, published in Portuguese, English or Spanish, which used a standardized instrument and presented the descriptors mentioned in the title or abstract, were selected. Results : Of the 18 articles analyzed, 17 concluded that phonological awareness was important for reading, writing and mathematics, with reading and writing being the most investigated skills. The instruments used assess the main components of phonological awareness and were developed by Brazilian authors. Conclusion : The findings show that phonological awareness is a very important skill for academic performance in different grades. It reinforces the need for monitoring, assessment, and early intervention with skill in typical and atypical children.
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TL;DR: This paper elaborates the self-teaching hypothesis, reviews relevant evidence, and notes that current models of word recognition fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.
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TL;DR: An attempt is made to link the model to its role in both normal and disordered language functions, with particular reference to implications for both the normal processing of language, and its potential disorders.
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TL;DR: The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired.
Abstract: O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987) As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonological or sound structure of oral language when he or she is learning how to decode written language The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired (see Adams, 1990; Brady & Shankweiler, 1991; Crowder & Wagner, 1991; and Torgesen, 1993, for recent reviews of this work) The kinds of phonological processing skills and knowledge that have been most frequently studied include phonological awareness, phonological memory, and rate of access for phonological information Types of Reading-Related Phonological Skill
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TL;DR: It is suggested that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics.
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