scholarly journals Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade

2021 ◽  
pp. 40-53
Author(s):  
Joana Batalha ◽  
Maria Lobo ◽  
Antónia Estrela ◽  
Bruna Bragança
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Word Reading ◽  
Writing Skills ◽  
First Grade ◽  
Literacy Skills ◽  
Early Years ◽  
Second Grade ◽  
Syntactic Awareness ◽  
Reading And Writing

In this article, we present an assessment instrument aimed at diagnosing oral language and reading and writing skills in children attending pre-school (5 years) and the early years of primary school. The instrument was mainly designed for the school context, and it was developed in collaboration with kindergarten educators and primary teachers who participated in PIPALE - Preventive Intervention Project for Reading and Writing, a project which is integrated in the National Program for the Promotion of School Success. The instrument covers the assessment of phonological and syntactic awareness, comprehension of syntactic structures, early literacy, and reading and writing skills (word reading, word and sentence writing, text comprehension, and text production). Besides offering a detailed description of the structure and tasks of the instrument, the present study includes the results of the first implementation of this tool to a total of 495 students in pre-school, first grade and second grade. The results show significant differences between the three groups (pre-school, first grade and second grade) in phonological awareness (identification of initial syllable, initial phoneme and final rhyme) and between the younger groups and the second graders in syntactic awareness (acceptability judgement task) and early literacy skills. As for reading and writing skills, the results show better performance in reading tasks than in writing tasks, a strong significant correlation between phonological awareness and word reading and word writing, and between literacy skills and word reading and writing. We also found a milder correlation between syntactic awareness and reading comprehension, as well as text writing. These results suggest that the instrument is effective for an early diagnosis and early intervention of reading and writing skills.

scholarly journals Tapping to Music Predicts Literacy Skills of First-Grade Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Csaba Kertész ◽  
Ferenc Honbolygó
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Verbal Working Memory ◽  
First Grade ◽  
Literacy Skills ◽  
Rapid Automatized Naming ◽  
Reading Accuracy

The ability to synchronise one’s movements to the sound of a regular beat has been found to be associated with children’s language and reading abilities. Sensorimotor synchronisation or tapping performance can among other factors [e.g., working memory and rapid automatized naming (RAN)] predict phonological awareness and word reading accuracy and fluency of first graders. While tapping tasks that use a simple metronome sound are more often used, applying musical stimuli has the potential advantage of being more engaging and motivating for children. In the present study, we investigated whether tapping to a metronome beat or complex musical stimuli would predict phonological awareness and reading outcomes of Hungarian 6-7-year olds (N=37). We also measured participants’ general cognitive abilities (RAN, non-verbal intelligence and verbal working memory). Our results show that phonological awareness, spelling and reading accuracy were associated with the musical tasks while reading fluency was predicted by the metronome trials. Our findings suggest that complex musical tasks should be considered when investigating this age group, as they were, in general, more effective in predicting literacy outcomes.

scholarly journals Early Literacy Skills and Later Reading and Writing Performance Across Countries: The Effects of Orthographic Consistency and Preschool Curriculum

2021 ◽  
Author(s):  
Marinella Majorano ◽  
Tamara Bastianello ◽  
Carolina Bodea-Hategan ◽  
Patrizia Fantuzzi ◽  
Giulia Fontana ◽  
...  
Keyword(s):  
Early Literacy ◽  
Assessment Tool ◽  
Writing Skills ◽  
Literacy Acquisition ◽  
Literacy Skills ◽  
Preschool Curriculum ◽  
Early Literacy Skills ◽  
Reading And Writing ◽  
Curriculum Practices ◽  
Orthographic Consistency

Abstract Background Studies have reported a strong association between children's early literacy skills at preschool and their reading and writing skills at primary school. However, it is unclear whether this association is affected by language and curriculum practices. Objective The study investigates (i) whether early literacy skills are influenced by orthographic consistency and by preschool curriculum, and (ii) how early skills are related to later literacy skills across countries. Method Three countries, Italy (n = 73), Romania (n = 65), and Belgium (n = 109) were involved in the study, for a total of 247 children. Language and early literacy in preschool were assessed using a novel assessment tool (the ‘Talk’). Early visual-phonological and manual aspects integration were investigated using rapid automatized naming and grapho-motor tasks. The children’s reading and writing skills nine months later were assessed using standardized tests. Results Results showed higher early literacy scores for the groups of children speaking languages with more transparent orthographic systems and for the group taking part in preschool activities designed to enhance literacy acquisition. Later reading and writing skills were predicted by early competences, albeit with differences across countries. Conclusions Findings suggest that literacy acquisition trajectories are not only associated with early skills but are also influenced by language characteristics and curriculum practices. The study also presents preliminary findings relative to the ‘Talk’, an assessment tool that may have important implications for early identification and intervention of language and literacy difficulties, as well as for improving cross-country curriculum practices.

scholarly journals Early screening of reading and writing difficulties in the first grade - a pilot study

Revista CEFAC ◽  
2021 ◽  
Vol 23 (3) ◽  
Author(s):  
Angela von Fritsch ◽  
Nathane Sanches Marques Silva ◽  
Maura Ligia Sanchez
Keyword(s):  
Early Literacy ◽  
Linear Regression Analysis ◽  
Skills Training ◽  
First Grade ◽  
Literacy Skills ◽  
Second Grade ◽  
P Value ◽  
Early Screening ◽  
Phonological Skills ◽  
Literacy Process

ABSTRACT Purpose: to investigate the effectiveness of an early identification screening based on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test, 6th edition, to early identify first graders at risk of dyslexia. Methods: the sample comprised 34 children assessed at two moments - the screening was conducted while they were in the first grade, while a word dictation was used when they were in the second grade. The data were analyzed with Pearson’s correlation test, linear regression analysis, and ANOVA, with a p-value ≤ 0.05. Results: the results provide evidence that agrees with other studies in that children with signs of risk of dyslexia differ from children with typical development in terms of less phonological skills and that these differences are already present at the beginning of the literacy process. Conclusion: the early screening allows for the identification of the risk factors for dyslexia, making it possible to implement preventive and personalized phonological skills training to make the literacy process easier.

Using Escribo Play Video Games to Improve Phonological Awareness, Early Reading, and Writing in Preschool

2020 ◽  
Vol 49 (3) ◽  
pp. 188-197
Author(s):  
Americo N. Amorim ◽  
Lieny Jeon ◽  
Yolanda Abel ◽  
Eduardo F. Felisberto ◽  
Leopoldo N. F. Barbosa ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Controlled Trial ◽  
Writing Skills ◽  
Reading Scores ◽  
Reading And Writing ◽  
Preschool Students ◽  
Randomized Controlled ◽  
D 20 ◽  
Writing Scores

The increased use of smartphones and tablets sets the stage for new mobile-based educational programs that seek to increase student learning and engagement in school and at home. This study examines the effectiveness of Escribo Play, a game-enhanced educational program, on preschool students’ phonological awareness, word reading, and writing skills. The randomized controlled trial was conducted with 749 students from 62 classrooms from 17 schools located in five cities. Quantitative pretesting and posttesting procedures using standardized instruments were employed. The results indicate that the experimental classrooms that used the 20 games for 3 months gained 68% in their reading scores compared to control classrooms ( d = .40). They also gained 48% more in writing scores ( d = .20). Multilevel analysis indicated that these findings were statistically significant.

Beyond Copying

2016 ◽  
Vol 41 (3) ◽  
pp. 380-389 ◽  
Author(s):  
Ying Wang ◽  
Catherine McBride
Keyword(s):  
Primary Schools ◽  
Word Reading ◽  
Writing Skills ◽  
Mainland China ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Control Group ◽  
Orthographic Awareness ◽  
Reading And Writing ◽  
And Control

This study assessed the effects of three intervention programs for Chinese literacy development in kindergartners: the copying (Copy) program; a combined program of copying and Pinyin knowledge (Copy + Pinyin); and a combined program of copying and morphological awareness (Copy + MA). Ninety-seven kindergarteners aged 5–7 years in mainland China (30 in Copy, 32 in Copy + Pinyin, 35 in Copy + MA) participated. Thirty untrained children served as a control group. Children were tested on nonverbal IQ, morphological awareness, orthographic awareness, phonological awareness, invented Pinyin spelling, word reading and writing skills in Chinese. After an eight-week intervention period, children in all three intervention groups progressed significantly more than the control group on literacy skills. Furthermore, the combined program of copying and Pinyin knowledge yielded significantly greater improvement in invented Pinyin spelling than the Copy and control groups. Finally, the combined program of copying and morphological awareness yielded greater improvement in word reading and writing, as well as significantly higher orthographic awareness than other groups. These findings suggest the utility of multi-component interventions for early Chinese literacy learning. That the combined program particularly benefited children’s reading and writing skills at the beginning level suggests that both rote practice and analytic strategies should be emphasized in kindergartens and primary schools in order to produce greater improvements in Chinese literacy acquisition.

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

2020 ◽  
pp. 074193252091885
Author(s):  
Krystal L. Werfel ◽  
Stephanie Al Otaiba ◽  
Young-Suk Kim ◽  
Jeanne Wanzek
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Word Reading ◽  
First Grade ◽  
Typical Development ◽  
Speech Impairment ◽  
Single Word ◽  
Spelling Performance ◽  
Language Status ◽  
Word Spelling

The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness.

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

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