O Efeito Preditor das Habilidades FonolÃgicas sobre a Leitura e Escrita

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

In the last years, research has evidenced a narrow relation between phonological awareness and learning to read and spell in an alphabetical system. However, many questions had not been elucidated how much to the nature of the connection between phonological awareness and learning to read/spell. This study contributes to explore the nature of the relation between the phonological awareness and reading/spelling, aiming to evaluate the predictive effect of phonological abilities on reading and spelling in Portuguese. The participants were 70 Portuguese-speaking Brazilian children 6 to 7-years-old attending kindergarden and 1st grade (N=35 in each group) of a private school of the city of Recife. All the children had been evaluated in two phases with an interval of six months. In the first phase children were examined in tasks of reading and spelling, and phonological awareness tasks (production of rhymes, categorization, segmentation and sound inversion). In the second phase children were examined in two IQ control tasks (test Vocabulary and Digits of the WISC), tasks of reading and spelling and the same phonological awareness tasks used in the first phase. Aiming to explore the predictive effect of phonological awareness on reading and spelling, after controlling factors that could interfere in childrenâs performance, the data were analysed through a series of Fixed Step Multiple Regressions. As dependent variables (DV) we considered Reading and Spelling in the 2nd phase. As independent variables we considered: Age (1st step), WISC - Digit and Vocabulary - (2nd step), words and non-words Reading and Spelling in 1st phase, as function of the type of evaluation of the reading/spelling in 2nd phase which corresponded to the DV in the regression equation (3rd step) and the different phonological awareness variables (4th step). Considering as DV word reading it was observed a significant predictive effect of the variables Rhymes Identification (Trisyllable), Similarity of Initial Syllable, Similarity of Initial Syllable with Constant Vowel, Similarity of final Syllable with Constant Vowel and Phoneme Subtraction, explaining 4%, 5%, 5%, 5% and 5% of the variance, respectively. Considering as DV non-words reading it was observed a significant predictive effect of the variable Similarity of Initial Syllable explaining 7% of variance. Considering as DV word spelling it was observed a significant predictive effect of the variables Production of Rhymes, Rhymes Identification (Trisyllable) and Addition of Sounds, explaining 4%, 4% and 7% of the variance, respectively. Considering as DV non-word writing it was observed a significant predictive effect of the variable Subtraction of Sounds, explaining 4% of the variance. The results support the predictive relation between the phonological awareness and the abilities of reading and spelling, presenting themselves with different levels of influence on these abilities.

ASSUNTO(S)

psicologia consciÃncia fonolÃgica escrita leitura

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