Impacto do Ensino para o Desenvolvimento de Habilidades Fonológicas e Morfológicas em Prol da Aprendizagem da Leitura e da Escrita

2017 ◽  
Vol 18 (3) ◽  
pp. 197
Author(s):  
Andréia Alves Correa ◽  
Viviane Do Rocio Barbosa ◽  
Sandra Regina Kirchner Guimarães
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Control Group ◽  
Pedagogical Practice ◽  
Teaching Program ◽  
Reading And Writing ◽  
Positive Effects ◽  
Explicit Teaching

O presente artigo visa apresentar o impacto de um programa de ensino voltado para o desenvolvimento de habilidades metafonológicas e metamorfológicas sobre a aprendizagem da leitura e da escrita. Participaram 94 alunos do 1° ano do Ensino Fundamental, distribuídos em três Grupos experimentais - Turma E (programa de ensino para o desenvolvimento da consciência fonológica), Turma D (programa de ensino para o desenvolvimento da consciência morfológica), Turma C (programa de ensino para o desenvolvimento de habilidades metafonológicas e metamorfológicas) - e um grupo de Controle (Turma A). Os estudantes foram submetidos a pré-teste, intervenção e pós-teste. Os resultados obtidos sugerem que a prática pedagógica desenvolvida no primeiro ano do Ensino Fundamental deve ocupar-se do desenvolvimento da consciência fonológica, principalmente, da consciência fonêmica, dada sua importância na aprendizagem do princípio alfabético e, acrescentar a esta prática o ensino explícito de habilidades morfológicas, tendo em vista que os resultados obtidos, neste estudo, sustentam que o ensino explícito de elementos sonoros e elementos mórficos, de forma conjugada, gera efeitos positivos em termos de aprendizagem da leitura e da escrita.Palavras-chave: Consciência Fonológica. Consciência Morfológica. Ensino.AbstractThe present article aims to present the impacts of a teaching program aimed at the development of metaphonological and metamorphological abilities on reading and writing learning. A total of 94 students from the 1th grade of Elementary School, distributed in three experimental Groups - Class E Teaching for the development of phonological awareness), Class D (teaching program for the development of morphological awareness), Class C (teaching program for the development of metaphonological and metamorphological skills) - and a Control Group (Class A). The students were subjected to pre-test, intervention and post-test. The results suggest that the pedagogical practice developed in the first year of elementary school should focus on the development of phonological awareness, mainly phonemic awareness, given its importance in learning the alphabetical principle and add to this practice the explicit teaching of morphological skills , Considering that the results obtained in this study bear that the explicit teaching of sound elements and morphic elements, in combination, generates positive effects in terms of reading and writing skills’ learning.Keywords: Phonological Awareness. Morphological Awareness. Teaching.

Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9

2019 ◽  
Vol 52 (5) ◽  
pp. 366-382 ◽  
Author(s):  
Ann-Christina Kjeldsen ◽  
Lic Educ ◽  
Silja K. Saarento-Zaprudin ◽  
Pekka O. Niemi
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Phonological Awareness ◽  
Junior High School ◽  
Word Reading ◽  
Intervention Group ◽  
Control Group ◽  
Clear Cut ◽  
Positive Effects ◽  
Fluency And Comprehension

Training in phonological awareness has brought about well-documented positive effects on learning to read in lower-primary grades. Less is known about long-term gains extending to upper-primary and junior high school. The few longitudinal studies covering at least 5 years suggest that gains in decoding are sustained, whereas effects on reading comprehension have either not been studied or produced equivocal results. The present study followed up the reading development of 209 Finland Swedish students from kindergarten until Grade 9, half of whom participated in an 8-month phonological intervention in kindergarten. The intervention group outperformed the control group in both word reading and reading comprehension in Grades 1 through 9. However, albeit statistically significant, the differences at the group level were small. The main result was a clear-cut difference in both skills among readers at risk belonging to the lowest 25% in foundational skills at the beginning of kindergarten. In Grade 6, altogether 60% of the nontrained readers at risk still belonged to the lowest quartile in reading comprehension as opposed to 24% of their peers in the intervention group. The pattern was repeated in Grade 9, with trained readers at risk performing at the level of nontrained mainstream readers.

scholarly journals Abilities of phonological awareness in the context of cognitive development in preschool age

2017 ◽  
Vol 5 (3) ◽  
pp. 46-56
Author(s):  
Soňa Grofčíková ◽  
Monika Máčajová
Keyword(s):  
Speech Perception ◽  
Cognitive Development ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Diagnostic Tool ◽  
Cognitive Functions ◽  
Preschool Age ◽  
Phonological Memory ◽  
Reading And Writing ◽  
Initial Literacy

Abstract Phonological awareness is considered a key phenomenon having crucial position among abilities and processes which are important and responsible for the development of reading and writing (initial literacy). The paper deals with the significance and level of development of selected cognitive functions of a child in relation to the abilities of phonological awareness. The child’s current cognitive development is a predictor for certain level of phonological awareness. The paper is focused on a description of speech perception, language, oral vocabulary and phonological memory of children in preschool age. It is an output of the research project VEGA no. 1/0637/16 Development of a Diagnostic Tool to Assess the Level of Phonemic Awareness of Children in Preschool Age.

scholarly journals EFEKTIVITAS PELATIHAN BUNYI HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA SEKOLAH DASAR

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Beatrix Carnatia Sanoe ◽  
Sri Tiatri ◽  
Soemiarti Patmonodewo
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary School Students ◽  
Reading Ability ◽  
Reading Assessment ◽  
Control Group ◽  
School Students ◽  
Early Grade ◽  
Letter Sound ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui Apakah pelatihan bunyi huruf efektif dapat meningkatkan kemampuan membaca permulaan pada Siswa kelas 1 Sekolah Dasar. Pelatihan Bunyi Huruf ini mengacu pada teori Phonological Awareness dari Torgessen dan Wagner (1998) Phonological Awarenes adalah sensitivitas atau kesadaran eksplisit seseorang yang meliputi kemampuan mendengar, melihat, memikirkan atau memanipulasi struktur bunyi dari kata-kata dalam bahasanya. Subyek dalam penelitian ini sebanyak 12 siswa kelas 1 SD yang belum lancar membaca. Siswa tersebut dibagi mejadi 2 kelompok yaitu kelompok kontrol dan kelompok eksperimen. Alat pengumpulan data yang digunakan sebagai test yang pada pretest dan postest adalah EGRA (Early Grade Reading Assessment). Pelatihan Bunyi Huruf dilakukan sebanyak 8 kali pertemuan, dan hasil penelitian menunjukan adanya peningkatan skor kemampuan membaca yang sangat signifikan pada kelompok eksperimen setelah diberikan pelatihan bunyi huruf. Disimpulkan bahwa pelatihan bunyi huruf terbukti efektif dalam meningkatkan kemampuan siswa sekolah dasar. This study aims to find out whether effective letter sound training can improve initial reading skills in Grade 1 Elementary School students. This Letter Sound Training refers to the Phonological Awareness theory of Torgessen and Wagner (1998) Phonological Awareness is the sensitivity or explicit awareness of a person which includes the ability to hear, see, think or manipulate the sound structure of words in the language. The subjects in this study were 12 grade 1 elementary school students who had not read fluently. The students were divided into 2 groups, namely the control group and the experimental group. The data collection tool used as a test at the pre-test and post-test was EGRA (Early Grade Reading Assessment). Letter Sounding Training was conducted in 8 meetings, and the results of the study showed a very significant increase in the reading ability score in the experimental group after being given letter sound training. It was concluded that letter sound training proved effective in improving the ability of elementary school students

scholarly journals The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

2019 ◽  
Vol 11 (10) ◽  
pp. 16 ◽  
Author(s):  
Yang Gyeong Yoo ◽  
Min Jeong Lee ◽  
Boas Yu ◽  
Mi Ra Yun
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Control Group ◽  
Smartphone Addiction ◽  
Post Intervention ◽  
Positive Effects ◽  
School Based ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND: Aim of current study was to examine the effects of school-based mind subtraction meditation program on smartphone addiction tendency and mental health of third grade students in a South Korean elementary school. MATERIALS & METHODS: A quasi-experimental design with nonequivalent comparison groups was used. An experimental group (n = 24), who participated in the school-based meditation program, and a control group (n = 22), who did not participate in the program, were measured pre-test, post-test, and also three months after the completion of this study on smartphone addiction tendency and mental health. RESULTS: The study result showed a significant decrease in smartphone addiction tendency and also significant improvements in mental health variables of depression, anxiety, aggression, and impulsivity for the experimental group. These improvements were shown to continue even after the study completion when measured post-intervention at three months. CONCLUSION: This study demonstrated that the mind subtraction meditation program had positive effects on smartphone addiction tendency and mental health variables. It can be suggested from this study to recommend mind subtraction meditation as one of feasible strategies to prevent smartphone addiction and to improve mental health status in elementary school children. Further, this study meaningfully supports positive beneficial evidence of meditation program utilization in schools.

Effects of phonological awareness training on reading achievement

2009 ◽  
Vol 11 (2) ◽  
pp. 147-166 ◽  
Author(s):  
Anke Treutlein ◽  
Isabelle Zöller ◽  
Jeanette Roos ◽  
Hermann Schöler
Keyword(s):  
Elementary School ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Matched Sample ◽  
Awareness Training ◽  
Reading And Writing ◽  
Class Context ◽  
School Training ◽  
Phonological Awareness Training ◽  
Reading And Spelling

Phonological awareness is usually considered to be an important prerequisite for success in literacy acquisition. Children who had phonological awareness training in preschool not only show a better performance in phonological awareness tasks at elementary school but also perform better in reading and writing than untrained children. As part of the EVES longitudinal study, reading and spelling skills of 1520 children who entered school in the fall of 2001 and 2002 were assessed throughout elementary school. The comparison of a matched sample of 107 trained with 107 untrained children shows that untrained children are outperformed by trained children in reading. The best training effects can be found with girls while boys seem to profit from the intervention only towards the end of elementary school. Training phonological awareness in preschool thus facilitates reading acquisition, even if there are other important influencing factors (e.g. class context).

scholarly journals Invented spelling intervention programmes: Comparing explicit and implicit instructions

2021 ◽  
Vol 39 (2) ◽  
pp. 229-245
Author(s):  
Tiago Almeida ◽  
Ana Cristina Silva ◽  
João Rosa
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
School Children ◽  
Explicit Instruction ◽  
Intervention Programs ◽  
Control Group ◽  
Invented Spelling ◽  
Intervention Programme ◽  
Instruction Group ◽  
Spelling Intervention

This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.

Effects of Morphological Awareness Training on Reading Accuracy in Children with Dyslexia and its Transfer Effect on Phonological Awareness

2021 ◽  
Author(s):  
Pr Smail Layes ◽  
Dr Amel Kaddouri ◽  
Pr Robert Lalonde ◽  
Pr Mohamed Rebai
Keyword(s):  
Phonological Awareness ◽  
Training Program ◽  
Word Reading ◽  
Morphological Awareness ◽  
Control Group ◽  
Grade 3 ◽  
Arabic Speaking ◽  
Morphological Awareness Training ◽  
The Relationship ◽  
Experimental Group

Abstract We examined the effects of a morphological awareness (MA) training program on the enhancement of word and pseudo-word reading and phonological awareness in Arabic-speaking children with dyslexia. We compared two groups of children with dyslexia from Grade 3, an experimental group (n = 12; mean age = 112.4 months) with a control group (n = 13; mean age = 111.61 months). The training program focused on morphological analysis, derivational morphology and inflexional morphology. Results revealed that the experimental group outperformed controls on all post-training measures for MA, reading words and pseudo-words as well as phonological awareness. Also, the post-training measures were better achieved in the experimental group than pre-training ones, which confirm the efficacy of the morphological training program. We discuss these findings in light of the relationship between morphological awareness and word reading and phonological awareness, and the Arabic orthographic features as a morphological based language.

scholarly journals Computer-Supported Phonological Awareness Intervention for Kindergarten Children With Specific Language Impairment

2004 ◽  
Vol 35 (3) ◽  
pp. 229-239 ◽  
Author(s):  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Rate ◽  
Kindergarten Children ◽  
Control Group ◽  
Specific Language ◽  
Computer Intervention ◽  
Positive Effects ◽  
Normal Speech

Purpose: The purpose of the present study was to determine whether kindergarten children with specific language impairment (SLI) could develop phonological awareness skills through computer intervention and whether speech manipulation (i.e., slowing speech rate and enhancing transitions) in instruction produced additional learning. Method: The effects of a computer-supported phonological awareness program on a variety of items, including word analysis, syllable analysis, rhyme, phoneme analysis, syllable synthesis, and phoneme synthesis, were tested following a pretest-posttest 1-posttest 2 design. Twenty-four kindergarten children with SLI in the Netherlands received 3.5 hr of phonological awareness intervention via a computer program using either normal speech (12 children) or manipulated speech (12 children). A control group of 12 kindergarten children with SLI played computer vocabulary games. Results: The results showed positive effects of the intervention for the normal speech group. Eighteen weeks later, the effect size was still substantial; however, no additional effects of speech manipulation were found. Clinical Implications: The results suggest that kindergarten children with SLI benefit from computer intervention for phonological awareness skills.

scholarly journals The role of phonological awareness in reading comprehension

Revista CEFAC ◽  
2017 ◽  
Vol 19 (5) ◽  
pp. 590-600 ◽  
Author(s):  
Maria Silvia Cárnio ◽  
Jéssica Sales Vosgrau ◽  
Aparecido José Couto Soares
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Public Schools ◽  
Phonological Awareness ◽  
Standardized Tests ◽  
Elementary School Students ◽  
School Students ◽  
Reading And Writing ◽  
Informed Consent Form

ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

scholarly journals Phonology-Based Instruction for Pre-Literacy Japanese Elementary Students

2021 ◽  
Vol 2020 (1) ◽  
pp. 98
Author(s):  
Naomi Watanabe
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Elementary Students ◽  
Elementary School Students ◽  
Fourth Graders ◽  
School Students ◽  
Positive Effects ◽  
English Classes ◽  
Study Results ◽  
Based Instruction

This study investigated the following three points regarding the effectiveness of phonology-based instruction on Japanese elementary school students. (1) Does phonology-based instruction have positive effects on improving phonological awareness in Japanese elementary school students?; (2) To what extent does phonology-based instruction enhance letter knowledge in Japanese elementary school students?; and (3) Does phonology-based instruction motivate Japanese elementary school students to learn English? Twenty-nine fourth graders in a public elementary school received phonology-based instruction, such as reciting and singing along with nursery rhymes, detecting rhymes or initial phonemes, and counting syllables. These activities took place during weekly 15-minute modules in English classes. Additionally, letter activities were conducted in English and other subjects to help develop phonological awareness. Study results suggested that phonology-based instruction was effective in improving students’ phonological awareness and attitudes to learn English. 本研究は、日本の小学生に対する音韻指導の有効性について、以下の3点について調べたものである。(1) 日本の小学生の音韻認識の向上にプラスの効果があるか。(2) 日本の小学生の文字知識をどの程度向上させるか。(3) 日本の小学生が英語を学ぶことへの動機付けとなるか。参加者は、公立小学校の4年生29名で、ナーサリーライムの暗唱や歌唱、脚韻や最初の音素の気付き、音節の数などの音韻指導を受けた。これらの活動は、毎週の英語の授業で15分の帯活動で実施され、さらに、音韻認識の発達を促進するために英語および他の教科で文字の活動が行われた。結果として音韻指導が小学生の音韻認識と英語学習に対する態度を向上するのに効果的であることが示唆された。

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