Margarida Alves Martins (*)

Ana Cristina Silva (**)

RESUMO

A perspectiva psicogenética do desenvolvimento da linguagem escrita formulada por Ferreiro, parece apresentar algumas lacunas no que respeita ao modo como se processa a transição entre diferentes níveis conceptuais.

Procurámos, neste artigo, contribuir para a compreensão de como se processa a transição entre a hipótese silábica e o começo da fonetização da escrita em crianças de idade pré-escolar.

Partimos da hipótese de que os conhecimentos in-fantis relativos ao nome das letras interagem com a análise que crianças silábicas, que ainda não fonetizam a escrita, fazem dos segmentos orais das palavras permitindo-lhes chegar a uma produção escrita em que os sons do oral começam a ser representados por letras convencionais. O mesmo não se passa com crianças pré-silábicas.

Os resultados obtidos mostram que a introdução de palavras facilitadoras de uma análise das correspondências entre o oral e o escrito, conduz as crianças silábicas a fonetizar esse som inicial, o mesmo não se passando com crianças pré-silábicas.

Palavras-chave: Linguagem escrita, nome das letras, níveis conceptuais.

ABSTRACT

The psychogenetic perspective on written language development proposed by Ferreiro, seems to present some gaps concerning the processes inherent to the transistion between different conceptual levels.

In this article, we aim to contribute for the understanding of the processes underlying the transition between the syllabic hypothesis and the first steps on writing phonetization among kindergarten children.

We start from the hypothesis that childrens’ knowledge about the name of the letters interact with the analysis that syllabic children, who still do not phonetize the writing, make of the word oral segments, allowing them to achieve a written production where the oral sounds start to be represented by conventional letters. On the contrary, we expect that pre-syllabic children do not achieve this conceptual level.

Of the 38 children who participated, 23 were syllabic and 15 pre-syllabic. We asked them to write a set of words where the initial sound of each one of them coincides with the one of the name of a letter known by the child, as well as a set of control words.

Overall, findings suggest that, in contrast with pre-syllabic children, the introduction of facilitating words of an analysis of the correspondences between oral and writing, prompt the syllabic children to phonetize this initial sound.

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

REFERÊNCIAS BIBLIOGRÁFICAS

Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.         [ Links ]

Alegria, J., Morais, J., & Content, A. (1987). Segmental awareness: respectable, useful and almost always necessary. Cahiers de Psychologie cognitive, 5 (7), 514-519.

Alegria, J., & Morais, J. (1989). Analyse segmentale et acquisiton de la lecture. In L. Rieben, & C. Perfetti (Eds.), L´apprentti lecteur, Recherches empiriques et implications pédagógiques. Neuchâtel-Paris: Delachaux et Niestlé.

Alves Martins, M. (1993). Conceptualisations enfantines sur la langue écrite, consciênce phonémique et aprentissage de la lecture. L´enfant apprentilecteur, L´entrée dans le système écrit. Collection CRESAS n.º 10, INRP: L´Hartmattan 43-73.

Alves Martins, M. (1996). Pré-história da aprendizagem da leitura. Lisboa: ISPA.

Alves Martins, M., & Quintas Mendes, A (1987). Evolução das conceptualizações infantis sobre a escrita. Análise Psicológica, 5 (4), 499-508.

Ball, E., & Blachman, B. A. (1991). Does phoneme awareness training in kindergaten make a difference in early word recognition and developmental spelling? Reading Research Quartely, 24 (1), 49-66.

Besse, J-M. (1995). L´ecrit, l´école et l´illettrisme. Paris: Magnard.

Bruce, D. J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158-170.

Bryant, P., & Bradley, L. (1987). Problemas de leitura na criança. Porto Alegre: Artes Médicas

Bryant, P., Bradley, L., & Maclean, L. (1990). Rhyme and alliteration, phoneme detection and learning to read. Developmental Psychology, 5 (7), 444-450.

Byrn, B. (1992). Studies in the acquisiton procedure for reading: Rationale, hypotheses and data. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.

Chauveau, G., & Rogovas-Chauveau, E. (1994). Les chemins de la lecture. Paris: Magnard.

Cunningham, A. (1990). Explicit v. implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.

Ferreiro, E., & Teberosky, A. (1986). Psicogênese da língua escrita. Porto Alegre: Artes Médicas.

Ferreiro, E. (1988). L´écriture avant la la lettre. In H. Sinclair (Ed.), La produtions des notations chez le jeune enfant. Paris: Presses Universitaires de France.

Fijalkow, J. (1993). Entrer dans l´écrit. Paris: Magnard.

Gombert, J. E. (1990). Le dévelopment métalinguistique. Paris: Presses Universitaires de France.

Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove: Erlbaum.

Goswami, U., & Bryant, P. (1992). Rhyme, analogy and children´s reading. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.

Hatcher, P., Hulme, C., & Ellis, W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.

Hurdford, D. P., Darrow, L. J., Eduawrds, T. L., Howerton, C. J., Mote, C. R., Schauf, J. D., & Coffey, P. (1993). An examination of phonemic processing abilities in children during the first-grade year. Journal of Learning Desabilities, 26 (3), 167-177.

Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Reading and the awareness of linguistic segments. Journal of Experimental Child Psychology, 18, 201-212.

Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6 (6), 8-17.

Lundberg, I. (1991). Phonemic awareness can be developed without reading instruction. In S. Brady, & D. Shankweiler (Eds.), Phonological processes in literacy. New Jersey: Lawrence Erlbaum Associates Publishers.

Lundberg, I., Frost, J., & Peterson, O.-P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23 (3), 8-17.

Mann, V. (1993). Phoneme awareness and future reading ability. Journal of learning Disabilities, 26 (4), 259-269.

Mann, V. (1989). Les habilités phonologiques: Predicteurs valides des futures capacités en lecture. In L. Rieben, & C. Perfetti (Eds.), L´apprentti lecteur, Recherches empiriques et implications pédagógiques. Neuchâtel-Paris: Delachaux et Niestlé.

Mata, L. (1990). Étude comparative des productions écrites et des processus de construction en situation individuelle et en interaction chez des enfants de 5-6 ans. Mémoire de D.E.A. Université de Provence, Aix-en Provence.

Morais, J. (1991). Constrainst of the development of phonemic awareness. In S. Brady, & D. Shankweiler (Eds.), Phonological processes in literacy. New Jersey: Lawrence Erlbaum Associates Publishers.

Morais, J. (1994). L´art de lire. Paris: Editions Odile Jacob.

Morais, J., Cluytens, M., & Alegria, J. (1984). Segmentation abilities of dyslexics and normal readers. Perceptual and Motor Skills, 58, 221.

Morais, J., & Kolinsky, R. (1994). Perception and awareness in phonological processing: the case of the phoneme. Cognition, 50, 287-297.

Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.

Perfetti, C. A. (1989). Représentations et prise de conscience au cours de l´apprentissage de la lecture. In L. Rieben, & C. Perfetti (Eds.), L´apprentti lecteur, Recherches empiriques et implications pédagógiques. Neuchâtel-Paris: Delachaux et Niestlé.

Perfetti, C. A., Beck, I., Bell, L., & Hugues, C. (1987). Phonemic knowledge and learning to read are reciprocal: a longitudinal study of first grade children. Merrilpalmer Quarltely, 33, 283-319.

Pontecorvo, C., & Zuchermaglio, C. (1988). Modes of differentiation in children´s writing construction. European Journal of Psychology of Education, 3 (4), 371-398.

Silva, C. (1993). Estudo comparativo dos processos interactivos numa tarefa de escrita em crianças com competências fonológicas diferenciadas. Análise Psicológica, 11 (3), 371-377.

Silva, C. (1997). Consciência fonológica e aprendizagem da leitura: mais uma versão da velha questão da galinha e do ovo. Análise Psicológica, 15 (2), 283-303.

Stanovich, K. (1987). Perpectives on segmental analyses and alphabetic literacy. Cahiers de Psychologie Cognitive, 5 (7), 514-519.

Treiman, R. (1991). Phonological awareness and its role in learning to read and write. In D. Sawyer, & B. Fox (Eds.), Phonological awareness in reading. New York: Springer-Verlag.

Treiman, R., & Zubowsky, A. (1991). Levels of phonological awareness. In S. Brady, & D. Shankweiler (Eds.), Phonological processes in literacy. New Jersey: Lawrence Erlbaum Associates Publishers.

Treiman, R. (1992). The role of intrasyllabic units in learning to read an spell. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.

Vellutino, R. F., & Scanlon, D. M. (1987). Phonological coding, phonological awareness and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quartely, 33 (3), 321-363.

Wagner, R. K. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis. Merrill-Palmer Quartely, 34 (3), 261-279.

Yopp, H. K. (1988). The validity and reliability of phonemic awareness test. Reading Research Quartely,23 (2), 159-177.

(*) Instituto Superior de Psicologia Aplicada. Coordenadora da Unidade de Investigação em Psicologia Cognitiva do Desenvolvimento e da Educação.

(**) Instituto Superior de Psicologia Aplicada. Membro da UIPCDE.