Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers

Autor(es)

Sargiani, Renan De Almeida ^[1] ; Ehri, Linnea Carlson ^[2] ; Maluf, Maria Regina ^[1]

Afiliação do(s) autor(es)

^[1] Univ Sao Paulo, Sao Paulo - Brazil

^[2] CUNY, Grad Ctr, New York, NY 10016 - USA

• Tipo de documento: Artigo Científico
• Fonte: APPLIED PSYCHOLINGUISTICS; v. 39, n. 6 NOV 2018.
• Citações Web of Science: 0

Resumo

An experiment and a follow-up study were conducted with Brazilian Portuguese-speaking kindergartners (N = 90), mean age 53 months, to examine whether emergent readers benefit more from instruction in orthographic mapping (OM) of phonemes than OM of syllables at the outset of learning to read and write, and whether the addition of articulatory gestures in the OM training of phonemes enhances the benefit. In the experiment, children received instruction in small groups in one of four conditions: OM of phonemes with letters and articulation (OMP + A); OM of phonemes with letters but no articulation (OMP); OM of syllables and their spellings (OMS); and no OM control. Results showed that the OMP + A group outperformed the others in phonemic segmentation, reading, and spelling. On literacy assessments 1.5 years later, only the OMP + A group re membered how to segment words into phonemes. We conclude that despite the greater salience and accessibility of syllables than phonemes in spoken Portuguese, teaching phonemic OM better prepares emergent readers to move into reading and spelling than teaching syllabic OM. Moreover, instruction that includes articulation as well as letters to segment words is especially effective. Results support a gmphophonemic connectionist theory of emergent reading and spelling. (AU)

• Processo FAPESP: 13/12602-5 - Aprendizagem inicial da leitura e da escrita em crianças de 3, 4 e 5 anos de idade: um estudo experimental sobre diferentes tipos de intervenção em segmentação fonêmica
• Beneficiário: Renan de Almeida Sargiani
• Modalidade de apoio: Bolsas no Brasil - Doutorado
• Processo FAPESP: 14/00711-7 - Impacto da instrução em consciência fonêmica nas fases iniciais do desenvolvimento na aprendizagem de leitura e de escrita
• Beneficiário: Renan de Almeida Sargiani
• Modalidade de apoio: Bolsas no Exterior - Estágio de Pesquisa - Doutorado