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Bibliometric analysis of the literature on phonological awareness in bilingual children
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In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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Family literacy in preschoolers’ linguistic and metalinguistic skill development
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In: Revista CEFAC, Vol 23, Iss 4 (2021) (2021)
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Postural balance in children with Autism Spectrum Disorders
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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Bilingualism in the development of phonological awareness skills: an integrative literature review
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In: Revista CEFAC, Vol 22, Iss 4 (2020) (2020)
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Abstract:
ABSTRACT Purpose: to verify the influence of bilingualism on the development of phonological awareness. Methods: this is an integrative literature review, built on the hypothesis of the relationship between bilingualism and its influence on the development of phonological skills in children. The construction was carried out in the databases: CAPES, Pubmed, Scielo, Eric, and LILACS, using the following free terms in Portuguese and English: bilingualism AND phonology, bilingualism AND phonological awareness and bilingualism AND phonological skills. The sample selection criteria were: a) scientific papers published in national and international journals with full text, free and available in the database; b) in English and Portuguese; c) that addressed the theme in the last five years. For the selection of the papers, reading the title, followed by the summary, and finally, reading the papers potentially relevant for review were considered. Results: following the eligibility criteria, 2,578 papers were identified. Of these, 87 were selected for complete analysis. The final sample consisted of eight papers, two of them being written by Brazilian authors. Of these, five showed better phonological awareness skills in bilinguals and two in monolinguals. Studies point out that age can be a predictor of language skills and better phonological awareness skills associated with good reading development. Bilinguals, early exposed to this skill, develop reading by phonology and those with late exposition, by semantics. Conclusion: the present study demonstrated that there are still controversies regarding the impacts of bilingualism on phonological awareness, including on the benefits of phonological awareness.
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Keyword:
Bilingualism; Child; Child Development; Education; Language; Otorhinolaryngology; P1-1091; Philology. Linguistics; RF1-547
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URL: https://doi.org/10.1590/1982-0216/20202240320
https://doaj.org/article/1559ac41b1084f308ea9a154d32a754e
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Relationship between dizziness and learning difficulties in schoolchildren: an integrative review
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In: Revista CEFAC, Vol 21, Iss 1 (2019) (2019)
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Analysis of softwares for emotion recognition in children and teenagers with autism spectrum disorder
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In: Revista CEFAC, Vol 21, Iss 1 (2019) (2019)
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Phonological processing in students with developmental dyslexia, ADHD and intellectual disability
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In: Revista CEFAC, Vol 21, Iss 5 (2019) (2019)
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Influência da atividade física no desempenho motor de crianças com queixas de dificuldades de aprendizagem
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In: Revista CEFAC, Vol 17, Iss 4, Pp 1132-1142 (2015) (2015)
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Tipo de ecolalia em crianças com Transtorno do Espectro Autista
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In: Revista CEFAC, Vol 17, Iss 6, Pp 2072-2080 (2015) (2015)
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Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
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In: Revista CEFAC
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Bibliometric analysis of the literature on postural balance in children with Autism Spectrum Disorder
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In: Revista CEFAC
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Desempenho do processamento fonológico, leitura e escrita em escolares com transtorno de déficit de atenção e hiperatividade
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In: Revista CEFAC, Vol 19, Iss 2, Pp 242-252
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