scholarly journals Neuroscience, Linguistics and Psycholinguistics Advances Applied to Early Literacy Teaching

2020 ◽  
Vol 9 (3) ◽  
pp. 15
Author(s):  
Leonor Scliar-Cabral
Keyword(s):  
Elementary School ◽  
Early Literacy ◽  
Literacy Assessment ◽  
Continuous Training ◽  
Municipal Schools ◽  
National Literacy ◽  
Level 1 ◽  
The Difference ◽  
Teaching Learning ◽  
Student Belonging

I discuss the lack of linguistic and psycholinguistic fundamentals compromising the teaching-learning models of early literacy, as well as the ignorance of reading neuroscience most recent contributions, arguing with linguistic and neuroscience theories about perceptual invariant units, like phonemes and graphemes. I also explain the difference between phoneme and sound and between grapheme and letter as well as the existence of hierarchical linguistic levels. All those fundamentals pave the Scliar Early Literacy System (SSA), applied on an experiment run at Lagarto, Sergipe State, on the Brazilian Northeastern, that showed the lowest scores in the 2016 National Literacy Assessment (ANA). METHOD: José Humberto dos Santos Santana, distance SSA Course student, belonging to Lagarto municipal staff, organized the five researchers group to implement the SSA in two Lagarto schools. Teachers Patrícia Vieira Barbosa Faria and Jaqueline da Silva Nascimento were 75 children teaching pioneers, in February, 2017, using SSA, Module 1, method and materials, focusing on reading learning at the municipal schools Raimunda Reis, RR (two classes) and Manoel de Paula Menezes Lima, MPML (one class). On 2018, the same teachers followed the same children in the 2nd grade, applying SSA, Module 2, method and materials, focusing on writing learning. Educators received continuous distance training, first, fortnightly and, starting in 2018, twice every week: Tuesdays, for educators who worked with 2nd grade children and, on Wednesdays, for 1st grade educators, from Elementary School. Distant classes last one hour and a half each. RESULTS: The 2018 More Early Literacy Program assessment describes the lowest level 1, as the one where children barely identify one word or the other. In this level two Lagarto schools dropped to 8.7 (RR) and 9.1% (MPML), while at the highest level, dealing with children who have a desirable reading performance, they reached the percentages of 34.8 (RR) and 31.8 (MPML). Compare such results with the 2016 National Literacy Assessment (ANA) performance in the State of Sergipe: level 1, 45.28; highest level, 3.02. In 2018, Lagarto Municipal Education Secretariat expanded its adhesion to SSA, reaching an average of 490 children from the 1st (18 classes) and 2nd (3 classes) grades of Elementary School, taking into account reading and writing, respectively. The Secretariat guaranteed the continuous training of 18 teachers who attend the 1st year and the 5 who attend the 2nd year for applying the SSA. In 2019, given the proposal success, more than 1000 children benefited from the project.

scholarly journals Erradicación del analfabetismo funcional en el noreste de Brasil

2021 ◽  
Vol 2 (5) ◽  
pp. 6410-6422
Author(s):  
Leonor Scliar-Cabral
Keyword(s):  
Public Schools ◽  
Early Literacy ◽  
Reading Proficiency ◽  
Ministry Of Education ◽  
Literacy Assessment ◽  
Continuous Training ◽  
Verbal Language ◽  
Functional Illiteracy ◽  
Level 1 ◽  
Online Educators

OBJETIVOS: Mostrar las bases del Sistema de Alfabetización Scliar, creado para erradicar el analfabetismo funcional en Brasil, aplicado en dos municipios del noreste de Brasil. METODOLOGÍA: Investigación intervencionista que consistió en la educación continua en línea semanal de educadores involucrados en la enseñanza de la alfabetización a niños de 1° y 2° grado en escuelas públicas de São José da Laje, AL y Lagarto, SE, con metodología innovadora y material pedagógico, basados en los avances de la neurociencia, la lingüística, psicolingüística y neuropsicologia. Los instrumentos de evaluación de resultados fueron la Evaluación Nacional de Alfabetización (ANA), el Más Alfabetización y la prueba de Fluidez, todos del Ministerio de Educación de Brasil. RESULTADOS: Los niños de São José da Laje dieron un salto gigante en la competencia lectora, considerando el nivel más alto y deseable alcanzado por solo el 1.39% de los estudiantes de 8 años en el tercer año, según la ANA de 2016: después de la adopción del SSA, el municipio saltó al 71% de los estudiantes, a la edad de 7 años, en el mismo nivel, no en el 3º, sino en el 2º año, según el Más Alfabetización, em 2018. La ANA constato en el nivel más bajo 1, en el estado de Sergipe un porcentaje muy alto de 45,28% y en el 4, el nivel de competencia deseable, solo el 3.02. En la comparación de tales resultados, con los obtenidos en el Más Alfabetización, los dos colegios de Lagarto, también en el estado de Sergipe, que han adoptado la SSA desde 2017, constatase que en el nivel 1 hubo un porcentaje de solo 8,7 y 9,1, mientras en el nivel deseado, 3, el más alto las dos escuelas alcanzaron el 34,8 y el 31,8%. CONCLUSIONES: Los resultados muestran que es posible erradicar el analfabetismo funcional, si se produce un cambio en las políticas públicas de alfabetización, a favor de la formación continua de alfabetizadores, de metodologías y material pedagógico, basados ​​en las ciencias que abordan el lenguaje verbal.   GOALS: Showing Scliar Literacy System fundamentals, created to eradicate functional illiteracy in Brazil, applied in two cities in the Brazilian northeast. METHODOLOGY: Interventional research that consisted of weekly online educators’ continuing education involved in teaching literacy to 1st and 2nd grade children in São José da Laje, AL and Lagarto, SE public schools, with innovative methodology and pedagogical material, based on advances in neuroscience, linguistics, psycholinguistics and neuropsychology. The results evaluation instruments were the National Early Literacy Assessment (ANA), the More Early Literacy and the Fluency test, all from the Brazilian Ministry of Education. RESULTS: São José da Laje children made a giant leap in reading proficiency, considering the highest and most desirable level reached by only 1.39% of 8-year-old students in the third year, according to the 2016 ANA: after the SSA adoption, the municipality jumped to 71% of the students, at the age of 7, at the same level, not in the 3rd, but in the 2nd year, according to the More Early Literacy, in 2018. The ANA found in the lowest level 1, in Sergipe state a very high percentage of 45.28% and in 4, the desirable level of competence, only 3.02%. Comparing these results, with those obtained by More Early Literacy, the Lagarto two schools, also in the state of Sergipe, which have adopted the SSA since 2017, it was found that in level 1 there was a percentage of only 8.7 and 9.1, while at the desired level, 3, the highest, the two schools reached 34.8 and 31.8%. CONCLUSIONS: The results show that it is possible to eradicate functional illiteracy, if there is a change in public literacy policies, favoring continuous training of early literacy teachers, methodologies and pedagogical material, based on the sciences that address verbal language.

scholarly journals AS ATIVIDADES PRÁTICAS NO ENSINO DE CIÊNCIAS

2020 ◽  
Vol 4 (2) ◽  
pp. e042006
Author(s):  
Tayse Pereira Alves Costa ◽  
Cristiane Silveira Mendes Nogueira ◽  
Alenice Ferreira Cruz
Keyword(s):  
Elementary School ◽  
Science Teachers ◽  
Learning Process ◽  
Knowledge Construction ◽  
Public Network ◽  
Know How ◽  
Municipal Schools ◽  
Teaching Learning ◽  
Structured Questionnaire ◽  
Quantitative Nature

As atividades práticas são ferramentas didáticas de suma importância no processo de ensino-aprendizagem, pois despertam no educando o interesse pelo ensino, além de proporcionarem uma melhor assimilação dos conteúdos ministrados na disciplina de Ciências. O presente trabalho, de cunho quantitativo, teve como objetivos analisar os tipos de atividades práticas desenvolvidas por professores de Ciências, verificar a frequência com que ocorrem no cotidiano da escola, identificar as dificuldades dos professores para sua realização e conhecer como os docentes percebem a importância das atividades práticas, como recurso pedagógico facilitador do processo de ensino-aprendizagem. Primeiramente realizou-se uma revisão bibliográfica, posteriormente aplicou-se um questionário semiestruturado com 12 professores que lecionam a matéria de Ciências no Ensino Fundamental II da Rede Pública Municipal de Guanambi/BA. O resultado da pesquisa revelou que as professoras utilizam as atividades práticas no processo de ensino para estimular a construção do conhecimento e motivar os alunos. Contudo, relataram as dificuldades na realização de atividades práticas, pontuando: a ausência de um local adequado para a realização das ações, a pequena quantidade de material disponível e o elevado número de estudantes por sala de aula. As professoras apontam o quanto é importante a realização de atividades práticas no Ensino de Ciências, pois proporcionam um aprendizado mais prazeroso, se comparadas às aulas meramente expositivas.   Abstract Practical activities are didactic tools of paramount importance in the teaching-learning process, as they arouse students’ interest in learning, in addition to providing a better assimilation of the contents taught in Science. The present work has a quantitative nature. It aimed at analyzing the types of practical activities developed by Science teachers, verifying the frequency they occur in the school, identifying teachers’ difficulties to carry them out and to know how teachers perceive the importance of practical activities, as a pedagogical resource that facilitates the teaching-learning process. First, a bibliographic review was carried out, then a semi-structured questionnaire was applied with 12 teachers who teach Science in Elementary School II of the Municipal Public Network of Guanambi/BA. The result of the research revealed that teachers use practical activities in the teaching process to stimulate knowledge construction and motivate students. However, they reported the difficulties in carrying out practical activities, pointing out: the absence of an adequate place to carry out the actions, the small amount of available material and the high number of students per classroom. The teachers point out how important it is to carry out practical activities in Science Teaching, as they provide a more pleasurable learning, when compared to merely expository classes.   Keywords: Science teachers, Elementary School II, Municipal schools.

scholarly journals Políticas públicas de alfabetização

2019 ◽  
Vol 72 (3) ◽  
pp. 271-290
Author(s):  
Leonor Scliar-Cabral
Keyword(s):  
Public Schools ◽  
Early Literacy ◽  
First Year ◽  
Literacy Assessment ◽  
Reading And Writing ◽  
Final Version ◽  
Fluency And Comprehension ◽  
The Common ◽  
National Literacy ◽  
Early Literacy Assessment

In the 2016 National Early Literacy Assessment (ANA) (INEP, 2017), 2,160,601 students from Brazilian public schools were evaluated at the end of the 3rd year of the Early Literacy Cycle, in reading and writing, among which only 12.99% reached the aimed level (4) in reading and only 8.28% reached the aimed level (5) in writing. However, in Lagarto city (Sergipe State), which, according to the aforementioned evaluation, had ranked last in Brazil, with only 3.02% of students at the aimed level in reading, and penultimate place in writing, with only 1.84%, things became quite different. Being taught by Scliar Early Literacy System, seventy children were reading with fluency and comprehension and, above all, with pleasure, by the end of the first year, in 2017. I analyze two documents on early literacy public policies: The final version of the Common National Curricular Base (BRAZIL, MEC 2017) and the decree 9.765 of April 11, 2019, which establishes the National Literacy Policy and Iexplain why the lack of knowledge about advances in sciences such as linguistics, psycholinguistics, neuropsychology and neuroscience leads to failure in early literacy.

scholarly journals Using Assessment to Inform Instruction for Early Literacy: A Schools Story

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Dorothy Spence
Keyword(s):  
Elementary School ◽  
Early Literacy ◽  
Reading Skills ◽  
Strategic Teaching ◽  
The Difference ◽  
In The Beginning

The difference between using assessment to make a statement about where exactly a students stands in relation to the expectations and to make decisions about what that child should be taught next is subtle but extremely important in the beginning stages of the acquisition of reading skills. Teachers have always, to a certain extent, tried to do this and this article explores our attempt at St. Helen Catholic Elementary School in Hamilton to use assessment to do strategic teaching.

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

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