Método fonografema: um percurso literácito para aprendizagem da lectoescrita
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2015-05-04
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A leitura, enquanto processo evolutivo e complexo (composto por decifração e compreensão), surge associada à escrita, enquanto processo dinâmico, progressivo e recursivo.
Este processo dual – lectoescrita – deve iniciar o seu percurso de desenvolvimento, na Educação Pré-Escolar, através da promoção das competências implicadas na aprendizagem da leitura e da escrita, sobretudo da consciência fonológica.
Este estudo incidiu sobre a aplicação, no último ano da educação pré-escolar, de estratégias baseadas num método literácito, fonografemático, percetivo, o método fonografema. Este expõe a dialética fonema-articulema-grafema, i.e. a interligação entre a consciência fonémica, a consciência articulatória e a consciência gráfica.
Verificou-se que as crianças que frequentam a educação pré-escolar detém concetualizações sobre a leitura e escrita decorrentes do seu ambiente literácito (familiar e escolar). Evidencia-se neste estudo que a Educação pré-escolar, enquanto etapa de aprendizagem, pode, através da ludicidade, concretizar um programa de desenvolvimento literácito, necessário à aprendizagem formal da lectoescrita e à vida.
Esta investigação evidenciou que os agentes literácitos (família e escola) devem atuar de modo sequencial e interativo para desenvolver a consciência linguística nas suas diversas dimensões (fonológica, a compreensão do oral, a compreensão leitora), enquanto facilitadores da aprendizagem da lectoescrita, e contribuir não só para o aumento da consciência (meta)linguística como do nível de literacia das crianças. Neste estudo, verificou-se a tendência generalizada para a existência de contrastes significativos entre os grupos da amostra, o experimental e o de control, ao nível das competências linguísticas treinadas e testadas.
Reading, a complex and evolutionary process (consisting of decoding and comprehension), appears associated with writing, a dynamic, progressive and recursive process. This dual process – reading and writing – should start to be developed, at pre-school level through the promotion of skills involved in reading and writing, especially that of phonological awareness. This study seeks to apply teaching/learnig strategies, using the ―phonographemic method‖ which develops children`s literacy, phonography and perception competences, in the last year of pre-school education. This method sets forth the phoneme-articuleme-grapheme dialectics and the interconnection of phonemic awareness, articulatory consciousness and graphic awareness. It was found that children who have attended pre-school education have total conceptualization of reading and writing that derives from their (family and school) literacy environment`s. It has became clear in this study that pre-school education, seen as a learning stage, can, through play, offer a programme that will lead to the development of the literacy skills deemed necessary for the formal learning of reading and writing for life. This research showed that, the family and school, need to act sequentially so as to develop interactive linguistic consciousness in its various dimensions (phonological, understanding of orality, reading comprehension), thus acting as facilitators for the learning of reading and writing, and contribute towards raising children`s linguistic awareness and literacy level. This study showed a general tendency towards the existence of significant contrasts between the sample, the experimental and the control groups in what concerns their level of trained and tested linguistic skills.
Reading, a complex and evolutionary process (consisting of decoding and comprehension), appears associated with writing, a dynamic, progressive and recursive process. This dual process – reading and writing – should start to be developed, at pre-school level through the promotion of skills involved in reading and writing, especially that of phonological awareness. This study seeks to apply teaching/learnig strategies, using the ―phonographemic method‖ which develops children`s literacy, phonography and perception competences, in the last year of pre-school education. This method sets forth the phoneme-articuleme-grapheme dialectics and the interconnection of phonemic awareness, articulatory consciousness and graphic awareness. It was found that children who have attended pre-school education have total conceptualization of reading and writing that derives from their (family and school) literacy environment`s. It has became clear in this study that pre-school education, seen as a learning stage, can, through play, offer a programme that will lead to the development of the literacy skills deemed necessary for the formal learning of reading and writing for life. This research showed that, the family and school, need to act sequentially so as to develop interactive linguistic consciousness in its various dimensions (phonological, understanding of orality, reading comprehension), thus acting as facilitators for the learning of reading and writing, and contribute towards raising children`s linguistic awareness and literacy level. This study showed a general tendency towards the existence of significant contrasts between the sample, the experimental and the control groups in what concerns their level of trained and tested linguistic skills.
Descrição
Tese de Doutoramento em Ciências da Linguagem, Especialização em Linguística Aplicada
Palavras-chave
Literacia , Consciência fonológica , Aprendizagem da lectoescrita , Fonografema