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

2021Artigo científico Acesso aberto
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dc.contributor.authorBatalha, Joana
dc.contributor.authorLobo, Maria
dc.contributor.authorEstrela, Antónia
dc.contributor.authorBragança, Bruna
dc.contributor.institutionDepartamento de Linguística (DL)
dc.contributor.institutionCentro de Linguística da UNL (CLUNL)
dc.contributor.pblAssociação Portuguesa de Linguística | Faculdade de Letras da Universidade do Porto
dc.date.accessioned2021-12-14T23:46:52Z
dc.date.available2021-12-14T23:46:52Z
dc.date.issued2021
dc.descriptionUIDB/03213/2020 UIDP/03213/2020
dc.description.abstractIn 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent13
dc.format.extent686109
dc.identifier.issn2183-9077
dc.identifier.otherPURE: 35358412
dc.identifier.otherPURE UUID: 7e0cd1da-b573-4ece-a782-d8e248154fc9
dc.identifier.otherORCID: /0000-0002-3290-3381/work/104768474
dc.identifier.otherORCID: /0000-0003-0879-8187/work/104768584
dc.identifier.urihttp://hdl.handle.net/10362/129230
dc.identifier.urlhttps://doi.org/10.26334/2183-9077/rapln8ano2021a4
dc.identifier.urlhttps://ojs.apl.pt/index.php/RAPL/article/view/116
dc.language.isopor
dc.peerreviewedyes
dc.subjectLanguage Assessment
dc.subjectPhonological Awareness
dc.subjectSyntactic awareness
dc.subjectEarly reading and writing
dc.subjectEmergent literacy
dc.subjectAvaliação da linguagem
dc.subjectConsciência fonológica
dc.subjectConsciência sintática
dc.subjectIniciação à leitura e à escrita
dc.subjectLiteracia emergente
dc.titleAvaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridadept
dc.typejournal article
degois.publication.firstPage40
degois.publication.lastPage53
degois.publication.titleRevista da Associação Portuguesa de Linguística
degois.publication.volume8
dspace.entity.typePublication
rcaap.rightsopenAccess

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