A “maturidade” para aprender a ler: contributos para uma reflexão

Ferraz, Inês; Viana, Fernanda Leopoldina; Pocinho, Margarida

doi:10.4013/cld2.020.181.01

Cited by 2 publications

(3 citation statements)

References 19 publications

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“…Among the research focused on the use of digestate as bedding material, considerable attention is paid to the impact on public health and the well-being of stabled livestock [22,23]. Larger studies investigating the fire-technical characteristics of digestate as bedding material have not been published, which is the goal of our research.…”

Section: Source Productmentioning

confidence: 99%

The Evaluation of the Fire Safety of the Digestate as An Alternative Bedding Material

Jaďuďová,

Marková,

Šťastná

et al. 2023

Processes

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Digestate is the material remaining after the anaerobic digestion of a biodegradable feedstock. The use of digestate as a bedding material is analyzed marginally. The aim of the paper is to monitor the change of the solid phase of digestate due to the action of radiant heat and, based on the results, determine the options of using the solid phase of the digestate for bedding material. Experimental determination of the digestate ignition temperature was carried out according to EN 50281-2-1 (1998) by a hotplate device. Different amounts of samples (3, 5, and 10 g) on the course of thermal degradation were monitored. The results showed higher temperatures of thermal degradation in samples of additionally dried digestate, where these processes were observed earlier in terms of time. Samples of 3 and 10 g of digestate are not suitable as bedding material due to the fire safety of the material.

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Section: Source Productmentioning

confidence: 99%

The Evaluation of the Fire Safety of the Digestate as An Alternative Bedding Material

Jaďuďová,

Marková,

Šťastná

et al. 2023

Processes

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“…Reading is considered essential for academic success and school progression (e.g., Lacal et al, 2018;Porta and Ramirez, 2019). For this reason, there are several authors (e.g., Alonzo et al, 2020;Ferraz et al, 2020;Lacal et al, 2018) who, over time, have been dedicated to studying the variables involved in the process of learning to read. Phonological awareness has been pointed out as one of the most significant predictors of success in this domain (e.g., Melby-Lervåg et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Phonological awareness has been pointed out as one of the most significant predictors of success in this domain (e.g., Melby-Lervåg et al, 2012). In fact, there are several studies that prove the importance of phonological awareness (e.g., Newbury et al, 2020), particularly in word recognition and reading fluency and accuracy (e.g., Ferraz et al, 2020), as well as reading speed and comprehension (e.g., Memisevic et al, 2020), stressing the need for early stimulation of this metaskill (Wanzek et al, 2019). The stimulation of phonological awareness, by facilitating the process of learning to read, prevents the development of learning disabilities (e.g., Amorim et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

et al. 2021

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There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers’ attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties’ prevention in contexts facing multiple vulnerabilities.

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A “maturidade” para aprender a ler: contributos para uma reflexão

Cited by 2 publications

References 19 publications

The Evaluation of the Fire Safety of the Digestate as An Alternative Bedding Material

The Evaluation of the Fire Safety of the Digestate as An Alternative Bedding Material

The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

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