Um caminho a percorrer

: da linguagem oral à linguagem escrita

Abstract

Previously to formal learning of reading and writing, the child possesses several competences, knowledge and attitudes, named emergent literacy, which are assumed to be at the origin of the development of reading and writing. In this context, arises this longitudinal study of correlative nature, which main objective is the study of the association between variables concerning the development of the child and its family background, as well as the child language at the end of kindergarten age and the learning process of reading and writing throughout elementary school. The oral language of a sample of children was assessed at the end of kindergarten by the Identification Test of Linguistic Competences (TICL) (Viana, 2004). Afterwards, school grades regarding reading and writing throughout the first school year was collected and the fluency in text reading was measured (Speed, Accuracy and Comprehension) at the end of the first year. Also, it was applied a questionnaire to the parents. The results were presented and discussed. Among several conclusions, for the sample studied, linguistic competences in kindergarten age are associated with the learning of reading (rather than the learning of writing) evaluated by the teachers throughout the first year (1st, 2nd and 3rd trimester), and with the text reading fluency at the end of the year; the association of reading acquisition and reflexion about language assumes greater relevance in the first months when decoding is a main task, and the association with auditory memory arises in the following months. Finally, the association of text reading fluency at the end of the first year with the morpho-sintatic knowledge at the kindergarten is significant, also.

Date of Award	Oct 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Maria João Carapeto (Supervisor)