Full text
| |
| Author(s): |
Renan de Almeida Sargiani
Total Authors: 1
|
| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Psicologia (IP/SBD) |
| Defense date: | 2016-05-30 |
| Examining board members: |
Maria Regina Maluf;
Sandra Regina Kirchner Guimarães;
Maria Isabel da Silva Leme;
Elizeu Coutinho de Macedo;
Alessandra Gotuzo Seabra
|
| Advisor: | Maria Regina Maluf |
| Abstract | |
Learning to read and write in alphabetic writing systems, such as Brazilian Portuguese, depends on a cognitive process of forming connections between the letters in spellings of written words and the sounds in pronunciations of spoken words, known as orthographic mapping. Evidence from studies with English speakers shows that children in the early phases of learning to read and write use orthographic mapping at the graphophonemic level, i.e., letters and phonemes; subsequently when they acquire more reading experience they move on to use orthographic mapping at a higher level using units such as syllables, i.e., graphosyllabic units. Because syllables are so prominent in Portuguese, researchers and teachers have suggested that Portuguese-speaking children would benefit more from early reading instruction that emphasizes syllables rather than phonemes. The main objectives of this study were to explore: 1) whether children benefit more from instruction of orthographic mapping of phonemes or syllables at the outset of learning to read in Brazilian Portuguese and 2) whether including articulatory gestures in the training of orthographic mapping of phonemes improves phonemic segmentation more than training without articulation. This was an experimental study with a pretest/posttest and random assignment of participants to treatment and control groups. Ninety Brazilian Portuguese speakers, mean age 4 years, 5 months, were drawn from one public kindergarten in São Paulo, Brazil. Children received instruction within small groups in one of 4 conditions: 1) orthographic mapping of phonemes with articulation (OMP+A), 2) orthographic mapping of phonemes without articulation (OMP), 3) orthographic mapping of syllables without articulation (OMS), or 4) drawing pictures (Control). Then children were assessed in a word-learning task followed by reading, spelling, phonemic, and syllabic segmentation tasks. Results showed that children in the OMP+A and the OMP groups outperformed children in the OMS and control groups in reading and spelling tasks. Instruction with articulatory gestures benefited children more than instruction without this component. The OMP+A group outperformed the others in phonemic segmentation, reading, and spelling. In a follow up study conducted 1.5 years later, 48 children, 12 from each experimental condition, were assessed again in several literacy skills. Children who received orthographic mapping of phonemes performed better in phonemic segmentation, reading, and spelling tasks than children who received orthographic mapping of syllables training or children in the control group. Overall results show that, despite the fact that syllables are very salient units in Brazilian Portuguese, teaching orthographic mapping of phonemes to beginning readers is more effective than teaching orthographic mapping of syllables (AU) | |
| FAPESP's process: | 13/12602-5 - Early learning of reading and writing among children aged 3, 4 and 5 years: an experimental study on different types of training in phonemic segmentation |
| Grantee: | Renan de Almeida Sargiani |
| Support Opportunities: | Scholarships in Brazil - Doctorate |