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Desenvolvimento da consciência fonológica no 1º ano do 1º CEB
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Abstract:
Projeto de intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Didática da Língua Portuguesa no 1.º e 2.º ciclo do Ensino Básico ; Este estudo surge no âmbito da necessidade da melhoria da aprendizagem da leitura, como fator essencial ao combate do insucesso escolar e suas consequências. Aborda-se a literatura especializada, mencionando o contributo e a importância da consciência fonológica para a aprendizagem da leitura, bem como se releva a importância de uma intervenção didática em contexto escolar. É apresentado um programa de intervenção didática “desenvolvido e devidamente ajustado às propriedades linguísticas do português europeu e aos requisitos da aprendizagem da leitura e escrita no referido sistema alvo” (Carvalho, 2012) – Programa de Desenvolvimento de Consciência Fonológica (Carvalho 2017), para o contexto de sala de aula, como instrumento para o desenvolvimento da consciência fonológica de alunos do 1º ano de escolaridade. Tendo em conta os objetivos do estudo, procurou-se identificar competências fonológicas de 38 crianças provenientes de duas turmas de 1º ano de escolaridade, no início do ano letivo, antes do início da sua alfabetização. Aplicou-se o programa de desenvolvimento de consciência fonológica a 19 crianças pertencentes ao grupo experimental. Por fim, mediu-se a eficácia do programa no desempenho da consciência fonológica das crianças sujeitas à intervenção, em comparação com as do grupo não intervencionado. Concluiu-se que o programa é eficaz no desenvolvimento da consciência fonológica dos alunos de 1º ano do 1º ciclo do Ensino Básico. ; Abstract This study arises from the need to improve reading acquisition, as aprime factor to prevent school failure and its consequences. Specialized literature is approached, mentioning the contribution and importance of phonological awareness to learning to reading acquisition, as well as the importance of a didactic intervention in classroom. A didactic intervention program “developed and properly adjusted to the linguistic properties of European Portuguese and the requirements of learning to read and write in that target system” is presented (Carvalho, 2012) – Phonological Awareness Development Program (Carvalho, 2017) for classroom context as an instrument for the development of phonological awareness of 1st grade students. Taking into account the objectives of the study, an attempt was made to identify the phonological skills of 38 children from two classes of 1st year of schooling, at the beginning of the school year, before the beginning of their reading learning process. The phonological awareness development program was applied to 19 children belonging to the experimental group. Finally, the effectiveness of the program on the performance of the phonological awareness of children subjected to the intervention was measured, in comparison with those of the non-interventioned group. It was concluded that the program is effective in developing the phonological awareness from 1st grade students of 1º ciclo do Ensino Básico em Portugal. ; N/A
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Keyword:
1st year of Portugal´s schooling; Aprendizagem da leitura; Avaliação; Consciência fonológica; Evaluation; Intervenção pedagógica; Intervention program; Learning to read; Phonological awareness
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URL: http://hdl.handle.net/10400.21/14539
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| 13 |
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| 20 |
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