A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background

Authors

  • Norma Suely Campos Ramos UESPI
  • Lilian Cristine Scherer PUCRS

Keywords:

Writing acquisition, Phonological awareness, Alphabetizers’ linguistic formation

Abstract

 

The aim of the study is to investigate the importance of phonological awareness in writing learning in infancy and the role of the alphabetizer. Four groups in the 1st grade of Elementary School from a city in Piauí (Brazil) participated in the study. Teachers of two of these groups received linguistic formation, as to ensure their pedagogical intervention with phonological awareness raising and explicit alphabetic principle activities (experimental group – EG), while teachers of the other two groups did not receive this formation (control group – CG). A total of twenty-three children were selected – 12 in the experimental group, 11 in the control group. Writing samples were collected in April, June and December, immediately followed by the collection of phonological awareness samples. Results show that in December almost the totality of children in the EG had reached the alphabetical hypothesis (Level 5), while only 18% in the CG had reached this level. As a conclusion, it can be stated that the alphabetizer’s linguistic formation is crucial and that phonological awareness raising activities foster the writing system acquisition.

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Author Biography

Norma Suely Campos Ramos, UESPI

Professora Adjunta do Centro de Ciências Humansa e Letras da Universidade Estadual do Piauí/Campus Poeta Torquato Neto - Teresina - PI

Published

2013-09-10

How to Cite

Ramos, N. S. C., & Scherer, L. C. (2013). A study on written language learning in infancy, phonological awareness and the alphabetizer’s linguistic background. Letras De Hoje, 48(3), 324–333. Retrieved from https://revistaseletronicas.pucrs.br/fale/article/view/12691

Issue

Section

Part 2 – Empirical Research of Mother Language Acquisition: Literacy and Writing