Consciência fonológica e o processo de aprendizagem de leitura e escrita: implicações teóricas para o embasamento da prática fonoaudiológica

Nunes, Cristiane Lima; Frota, Silvana; Mousinho, Renata

doi:10.1590/s1516-18462009000200005

Cited by 48 publications

(54 citation statements)

References 9 publications

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“…In this diversification, the analyses have mainly addressed the spelling performance in tasks characterized as reading, writing, and phonological awareness (1)(2)(3)(4)(5)(6)(7) . Less common, however, not less relevant, are investigations addressed to the spelling errors, characterized not only by the type of errors but especially by the way it progresses during the process of writing (8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

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Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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“…The good development of reading and writing abilities depends on the extrinsic and intrinsic conditions deposited on the child. Among these, the child exposure to activities that explore the conscious manipulation of sounds favors the written language (25) . There is a reciprocal relationship between the development of metalinguistic abilities and reading and writing, in which one enhances the development of the other.…”

Section: Discussionmentioning

confidence: 99%

Competências iniciais para o processo de alfabetização

Correa

Machado

Hage

2018

CoDAS

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RESUMO Objetivo examinar competências iniciais em crianças em processo de alfabetização e se há correlação positiva com o nível de escrita que apresentam. Método foram selecionados 70 estudantes, de seis anos de idade, ingressantes no 1º ano do Ensino Fundamental I de Escolas Municipais. As crianças foram submetidas à Bateria de Avaliação de Competências Iniciais para a Leitura e a Escrita (BACLE) e ao Protocolo de Diagnóstico de Sondagem para classificação do nível de escrita. Foi utilizada a análise estatística descritiva e o coeficiente de Spearman para correlação entre os instrumentos. Resultados os escolares tiveram desempenho satisfatório nas tarefas da BACLE. Relativo à hipótese de escrita, a maioria das crianças apresentou o nível silábico com valor sonoro. A correlação foi positiva e significante para as habilidades de esquema corporal/orientação espaçotemporal e linguagem. Conclusão o grupo de escolares teve desempenho em nível satisfatório em provas que aferem pré-competências para a leitura e escrita. As áreas de esquema corporal/orientação espaçotemporal e linguagem apresentaram significância com o nível de hipótese de escrita, indicando que as crianças com melhores pontuações nestas áreas são aquelas com melhores níveis de escrita. A identificação de competências necessárias para a aprendizagem da leitura e da escrita podem instrumentalizar o professor e profissionais da área de Fonoaudiologia Educacional quanto à avaliação e à intervenção precoce em determinadas habilidades para o desenvolvimento da leitura e escrita.

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“…Individuals with ADHD have alterations in reading and writing because of deficits in PA and WM (Lobo & Lima, 2008;Nunes, Frota, & Mousinho, 2009;Germano, Pinheiro, & Capellini, 2009;Voorde et al, 2009;Silva & Capellini, 2010).…”

Section: Discussionmentioning

confidence: 99%

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Gonçalves-Guedim¹,

Crenitte²

2015

PSYCH

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Consciência fonológica e o processo de aprendizagem de leitura e escrita: implicações teóricas para o embasamento da prática fonoaudiológica

Cited by 48 publications

References 9 publications

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Competências iniciais para o processo de alfabetização

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

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