Initial literacy: Influence of phonemic awareness and teaching method

Abstract

This longitudinal study investigates the importance of two methods for the success of the learning of reading and spelling and for the development of the phonemic awareness (PA) ability. It also verifies the contribution of PA and its predictive capacity for literacy learning in Brazilian Portuguese (PB). Two groups of children who started the first year (Mage = 5;10 years), one from a school that adopted a phonic method and the other from a school that adopted a nonphonic method, were followed until the end of the 2nd year, and were assessed on PA, reading and writing in three moments. The main findings of studies in other transparent orthographies are confirmed: PA is a strong predictor of reading and writing. It was also found that in PB the ability to read words is achieved quickly, with both methods, while the learning of writing is influenced significantly by the phonic method.

Assessing Students with Reading Problem in Elementary School: A Case Study in 7 elementary Schools

“…When the child is able to break the sounds of words from the words that are spoken, then he will then learn to connect the sounds of the words with the symbols written in the language. The phonological awareness is stronger predictor for reading (Godoy, Pinheiro, & Citoler, 2017). Students have problem in phonological awareness, stronger predict have problem in reading.…”

Adaptação de um Programa de Ensino de Consciência Fonológica para Crianças com Paralisia Cerebral

“…As habilidades de leitura e de escrita são tarefas complexas que precisam de treino formal. Os estudos apontam (Andrade et al, 2014;Godoy et al, 2017;Seabra & Dias, 2011) a eficiência do Método Fônico no ensino dessas habilidades, uma vez que o método privilegia o ensino explícito e sistemático das letras e dos fonemas, favorecendo habilidades essenciais ao desenvolvimento da CF e da associação grafema-fonema, necessárias para a apropriação do código alfabético e, consequentemente, para a aprendizagem da leitura e escrita .…”

Predictors of Early Reading Acquisition in Children of Low Socioeconomic Status

“…them (Bravo Valdivieso, 2016;De la Calle, Guzmán-Simón, & García-Jiménez, 2018;Gutiérrez, 2017;Jiménez, 2009;Perfetti & Stafura, 2014). Early reading usually covers the first two years of formal education for reading transparent languages, being longer in the case of opaque languages (Caravolas et al, 2019;Godoy, Pinheiro, & Citoler, 2017;Müller & Brady, 2001). This means that languages with greater correspondence between their phonemes and graphemes tend to be associated with faster learning rates for early decoding skills (Caravolas et al, 2019;Diuk & Ferroni, 2013).…”

“…Several studies have shown that some of the skills acquired in early reading favor reading performance for text comprehension. These skills are phonemic awareness, segmentation of syllables and words, naming speed, spelling of nonwords and alphabet knowledge (Diamanti et al, 2017;Godoy et al, 2017;Goswami, 2002;Gutiérrez, 2017;Ouellette & Sénéchal, 2017;Stappen & Van Reybroeck, 2018). Some studies suggest that phonological and phonemic awareness are the most important predictors of reading performance in the first years of this learning, while naming speed and reading of words and nonwords are better predictors of advanced learning focused on reading comprehension (Caravolas et al, 2019;Diuk & Ferroni, 2013).…”

“…The modulating role of these skills has been suggested for both transparent (Finnish, Spanish, Italian and Greek) and opaque (English and French) languages in children between preschool and fifth grade (Bravo-Valdivieso, Villalón, & Orellana, 2006;Caravolas et al, 2019;De Freitas, Mota, & Deacon, 2018;Diamanti et al, 2017;Diuk & Ferroni, 2013;Godoy et al, 2017;González Seijas, Cuetos Vega, López Larrosa, & Vilar Fernández, 2017;Mcllraith & Language and Reading Research Consortium, 2016;Ouellete & Senechal, 2017;Soodla et al, 2015;Stappen & Van Reybroeck, 2018). However, there are a few studies that show differences in the development of these reading skills in children from different socioeconomic contexts (Bravo-Valdivieso et al, 2006;Diuk & Ferroni, 2013;Escobar & Meneses, 2014;González Seijas et al, 2017).…”