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In which situations learning a second language is favorable for the acquisition of reading? The role of morphological awareness in francophone children in 1st, 3rd and 5th grade who learn a second language in different contexts

Grant number: 17/00040-3
Support Opportunities:Scholarships in Brazil - Doctorate
Effective date (Start): June 01, 2017
Effective date (End): December 31, 2019
Field of knowledge:Humanities - Psychology
Acordo de Cooperação: Coordination of Improvement of Higher Education Personnel (CAPES)
Principal Investigator:Fraulein Vidigal de Paula
Grantee:Carolina Roganti Leite Moreira
Host Institution: Instituto de Psicologia (IP). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Based on studies that highlight the role of morphological awareness in children who are learning to read, our main objective is to clarify how, in bilingual children, some morphological knowledge develop and are used to read in different stages of the read learning process and what are the factors that influence their development. Our research will examine the morphological awareness development and its contribution to the efficiency in reading from the beginning to the end of elementary school, in French children who learn the Portuguese or German as a second language in different situations (immersions in Brazil or in Germany). The goal is to identify the specificities of this process based on the characteristics of these different populations. Different learning profiles obtained will be compared with those of monolingual children living in France. The results and their interpretations may help to clarify different factors that could facilitate the mastery of skills that are important for writing and identify the most favorable conditions for learning to read in a context that is highly valued, the multilingualism. (AU)

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