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Efeitos de intervenções em letramento emergente: uma revisão bibliográfica na base SciELO ; Effects of emergent literacy interventions: a literature review in the Scielo database
Barrera, Sylvia Domingues
;
Ribeiro, Iolanda
;
Viana, Fernanda Leopoldina
. - : Universidade de Brasília. Instituto de Psicologia, 2019
Abstract:
Na perspectiva do letramento emergente, a alfabetização é influenciada pelas seguintes competências: processamento fonológico, conhecimentos sobre a escrita e linguagem oral. Esta pesquisa teve como objetivo realizar um levantamento sistemático, na base de dados SciELO, de estudos que analisaram o efeito de programas visando ao desenvolvimento de habilidades de letramento emergente em pré-escolares nos últimos dez anos. Dos 15 estudos identificados, oito foram intervenções focadas no desenvolvimento da consciência fonológica, quatro tiveram foco na linguagem oral, baseando-se na leitura compartilhada e três abordaram ambos os tipos de habilidades. Apesar da diversidade, apenas um estudo não obteve efeitos positivos significativos. Os resultados sugerem maior eficácia de programas abordando tanto habilidades linguísticas, quanto metalinguísticas. Questões metodológicas e implicações educacionais são discutidas ; In the early literacy approach, learning to read is affected by phonological processing, print awareness and oral language skills. This study aimed to conduct a search in the SciELO database for research that analyzed the effect ofprograms seeking to develop early literacy skills in kindergartners in the past ten years. Fifteen studies were identified: eight were interventions focused on phonological awareness development, four were focused on oral language based on shared reading and three were focused on both sets of skills. Despite the diversity, only one study did not show significant effects. The results suggest that programs that integrate both linguistic and metalinguistic skills are more effective. Methodological questions and educational implications of the studies are also discussed. ; Portuguese national funds through the FCT (Foundation for Science and Technology) within the framework of the CIEC (Research Center for Child Studies of the University of Minho) project under the reference UID/CED/00317/2019.
Keyword:
Ciências Sociais::Psicologia
;
Consiência fonológica
;
Early literacy
;
Leitura compartilhada
;
Letramento emergente
;
Linguagem oral
;
Oral language
;
Phonological awareness
;
Programas
;
Programs
;
Shared reading
URL:
http://hdl.handle.net/1822/61147
https://doi.org/10.1590/0102.3772e3531
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