A aquisição da leitura em leitores principiantes: erros típicos no português europeu

Abstract

The study of the strategies that children use in reading words and the analysis of errors that typically occur throughout the learning process are of critical importance for the understanding of reading acquisition. The objective of this study was to understand the process of reading acquisition in European Portuguese in the beginning of elementary school. We sought to know if there would be differences in the frequency of phonological and lexical errors and in the pattern of phonological errors between the first two years of elementary school. The participants were 175 children from the 1st year and 137 from the 2nd year from 6 schools. An oral word reading task was applied. The errors were categorized as phonological, with several subcategories, and lexical. Differences were found in the frequency of phonological and lexical errors between the two years as well as in the subtypes of phonological errors that typically occurred. The most frequent errors were in substitution, occurring mostly in the consonants and digraphs. Errors of addition and suppression mainly occurred in complex syllables. These results that contributed to a characterization of the typical errors in this learning phase are an important tool in the detection of early difficulties in the reading process and in the adequacy of teachinglearning strategies. This study allows for a better understanding of the processes used by children in solving the problems that the characteristics of the Portuguese language poses to them, as well as allowing for an educational intervention that leads to greater success in learning to read. KeywordsBeginning learners -Learning -Word reading -Error pattern 1-Funding by UID/CED/04853/2013 da Fundação para a Ciência e a Tecnologia (FCT) program.

Psychometric properties of a silent word reading test (LEO-1-min)

“…Los niños de 1er y 2º curso progresan aceleradamente, con un crecimiento más lento a partir del 3er curso, lo que hace que los cursos de 3º y 4º y también los cursos de 5º y 6º sean muy similares entre sí. Es interesante observar de nuevo el bajo número de errores incluso desde el 1er curso, como se observa en español (Valle-Arroyo, 1989) y otras ortografías transparentes (Landerl, & Wimmer, 2008) en comparación con las opacas (Seymour, Aro, Erskine, & COST Action A8, 2003;Simöes & Alves, 2018 Con respecto a la equivalencia de las formas LEO-1-min, las formas A y B muestran puntuaciones medias similares, y la distribución de las puntuaciones es también bastante similar en ambas formas. Debido al alto nivel de comparabilidad entre las formas A y B, estas dos formas pueden considerarse equivalentes en dificultad.…”