Preditores linguísticos da alfabetização em crianças pré-escolares de baixa renda
Introduction: Brazil has one of the worst levels of reading, as assessed by the Programme for International Student Assessment. The development of reading has been the subject of studies with preschoolers, but still scarce in the country. Purpose: To characterize the performance of linguistic pre...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27534 |
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| Resumo: | Introduction: Brazil has one of the worst levels of reading, as assessed by the
Programme for International Student Assessment. The development of reading has
been the subject of studies with preschoolers, but still scarce in the country.
Purpose: To characterize the performance of linguistic predictors of literacy in low
income preschool children and to relate socioeconomic factors, vocabulary and
phonological awareness. Method: The research presents two studies: in the first, the
sample was composed of 96 children of the last year of the kindergarten evaluated
regarding phonological discrimination, speech production, vocabulary, phonological
awareness, rapid automatic naming, phonological work memory and letters
identification; in the second, 34 children were evaluated for vocabulary, phonological
awareness and a socioeconomic and cultural questionnaire was applied with the
child’s parents. Results: The study 1 showed poor performance in vocabulary,
phonological awareness, working memory, rapid automatic naming and letters
identification; there was a significant correlation between phonological awareness
and working memory, phonological awareness and letter identification, rapid
automatic naming and letter identification. In study 2, a significant correlation was
found only between the percentage of correct answers in the professions field of
vocabulary and the frequency of excursions performed by the child in the last 12
months in the questionnaire. Conclusion: Low income preschool children presented
lower performance in terms of linguistic predictors of literacy; these present
developmental correlation with each other. The findings of the study reaffirm the
importance of periodic monitoring from early childhood education to avoid problems
related to literacy in later years of the school life of these children. |
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