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Promoção da consciência fonológica: desenvolvimento de uma intervenção pedagógica numa turma de 1.º ano do 1.º ciclo do ensino básico
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| 8.88 MB | Adobe PDF | |||
| 8.88 MB | Adobe PDF |
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Abstract(s)
Há mais de trinta anos que a consciência fonológica é apontada como um preditor de sucesso na leitura e escrita. Contudo, nem todos os professores conhecem a importância desta competência. Este estudo pretende mostrar como atividades lúdicas, decorridas na sala de aula, podem desenvolver a consciência fonológica dos alunos.
Recorrendo a uma investigação do tipo mista, que combina dados qualitativos e os resultados quantitativos obtidos nas fases de diagnóstico e avaliação, esta investigação teve como objetivo observar a evolução de 23 alunos do 1.º ano do 1.º ciclo do ensino básico: um grupo de 9 rapazes e 14 raparigas, com idades compreendidas entre os 6 e 7 anos.
Os instrumentos de recolha de dados foram o diagnóstico e avaliação, a observação participante, as notas de campo, o registo audiovisual e fotográfico e a entrevista. Para além do diagnóstico e avaliação, que decorreram em três sessões, a intervenção pedagógica consistiu na implementação de oito sessões de consciência de palavra, consciência silábica e consciência fonémica.
Os resultados confirmam o que é defendido por alguns autores, nomeadamente a facilidade em tarefas com unidades mais concretas, como a sílaba e a palavra, e uma maior dificuldade em tarefas de consciência fonémica.
Foi nas tarefas de consciência de palavra que se registou maior evolução no desempenho dos alunos. No que diz respeito à consciência silábica, os resultados foram mais significativos na tarefa de contagem de sílabas de palavras com ditongo. Neste âmbito, verificou-se também progresso nos desempenhos relativos às tarefas de identificação de sílaba inicial. Nas tarefas de consciência fonémica os resultados não foram tão significativos, já que a diferença observada nos desempenhos dos alunos nas duas fases foi residual.
For more than thirty years, phonological awareness has been identified as a predictor of success in reading and writing. However, not all teachers know the importance of this skill. This study aims to show how playful activities, carried out in the classroom, can develop students' phonological awareness. Using a mixed type of investigation, which combines qualitative data and quantitative results obtained in the diagnosis and evaluation phases, this investigation aimed to observe the evolution of 23 students in the 1st year of the 1st cycle of basic education: one group of 9 boys and 14 girls, aged between 6 and 7 years old. The data collection instruments were diagnosis and evaluation, participant observation, field notes, audiovisual and photographic recordings and an interview. In addition to the diagnosis and assessment, which took place in three sessions, the pedagogical intervention consisted of the implementation of eight sessions of word awareness, syllabic awareness and phonemic awareness. The results confirm what is defended by some authors, namely the ease in tasks with more concrete units, such as the syllable and the word, and greater difficulty in phonemic awareness tasks. It was in the word awareness tasks that there was the greatest evolution in the students' performances. As far as syllabic awareness is concerned, the results were most significant in the task of counting the syllables of words with diphthongs. There was also progress in the initial syllable identification tasks. In the phonemic awareness tasks, the results were not as significant and the difference observed in the students' performances in the two phases was residual.
For more than thirty years, phonological awareness has been identified as a predictor of success in reading and writing. However, not all teachers know the importance of this skill. This study aims to show how playful activities, carried out in the classroom, can develop students' phonological awareness. Using a mixed type of investigation, which combines qualitative data and quantitative results obtained in the diagnosis and evaluation phases, this investigation aimed to observe the evolution of 23 students in the 1st year of the 1st cycle of basic education: one group of 9 boys and 14 girls, aged between 6 and 7 years old. The data collection instruments were diagnosis and evaluation, participant observation, field notes, audiovisual and photographic recordings and an interview. In addition to the diagnosis and assessment, which took place in three sessions, the pedagogical intervention consisted of the implementation of eight sessions of word awareness, syllabic awareness and phonemic awareness. The results confirm what is defended by some authors, namely the ease in tasks with more concrete units, such as the syllable and the word, and greater difficulty in phonemic awareness tasks. It was in the word awareness tasks that there was the greatest evolution in the students' performances. As far as syllabic awareness is concerned, the results were most significant in the task of counting the syllables of words with diphthongs. There was also progress in the initial syllable identification tasks. In the phonemic awareness tasks, the results were not as significant and the difference observed in the students' performances in the two phases was residual.
Description
Keywords
Consciência fonológica 1.º ano de escolaridade Consciência de palavra Consciência silábica Consciência fonémica