Consciência fonêmica e memória fonológica em meninos em processo de alfabetização
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https://doi.org/10.24215/2422572Xe003Palavras-chave:
alfabetização, consciência fonêmica, memória fonológicaResumo
O trabalho examina as relações entre a consciência fonêmica e a memória fonológica em princípio e finalização do primeiro grau escolar. No desenho transeccional correlacional, participaram dois grupos. O Grupo 1: 25 meninos (média de idade de 6 anos, 3 meses), de idêntica procedência sociocultural, que não apresentavam atraso mental, transtornos específicos da linguagem, nem alterações neurológicas e que iniciavam no primeiro ano escolar. O Grupo 2: 25 meninos (média de idade de 6 anos, 9 meses), de características idênticas que o anterior, mas que finalizavam no primeiro ano escolar. Para avaliar a consciência fonêmica administraram-se provas de segmentação fonológica, elisión e união de fonemas; a memória fonológica foi examinada através de provas de retenção de palavras e de pseudopalavras. Os resultados mostraram uma correlação positiva moderadamente alta entre ambas variáveis nos dois grupos, observando-se uma progressão gradual da actuação dos meninos, particularmente nas tarefas de consciência fonémica
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Referências
Adams, M. J. (1998). Beginning to read: thinking and learning about print. Cambridge: MIT Press.
Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R. y Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417-426. https://doi.org/10.1348/026151005X26804
Anthony, J. L, Lonigan, C. J., Dyer, S. M. y Bloomfield, B. (1997). The development of phonological processing in preschool-aged children: Preliminary evidence from confirmatory factor analyses. Society for Research in Child Development Abstracts, 11, 10.
Anthony, Jason L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D. y Francis, D. J. (2006). Phonological processing and emergent literacy in Spanish-speaking preschool children. Annals of Dyslexia, 56(2), 239-270. https://doi.org/10.1007/s11881-006-0011-5
Baddeley, A. (1986). Working memory. New York: Oxford University Press.
Baddeley, A. y Hitch, G. J. (1974). Working memory. En G. Bower (Ed.), Recent advances in learning and motivation (Vol. 8, pp. 47-90). New York: Academic Press.
Baddeley, A. y Logie, R. (1999). Working memory: The multiple component model. En A. Miyake y P. Shah (Eds.), Models of working memory. Mechanisms of active maintenance and executive control (pp. 28-61). Cambridge: Cambridge University Press.
Barbosa, T., Miranda, M. C., Santos, R. F. y Bueno, O. F. A. (2009). Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children. Reading and Writing, 22(2), 201-218. https://doi.org/10.1007/s11145-007-9109-3
Borzone, A. M. (1999). Conocimientos y estrategias en el aprendizaje inicial del sistema de escritura. Lingüística en el Aula, 3, 7-28.
Brady, S. y Shankweiler, D. (1991). Phonological processes in literacy. Hillsdale: Erlbaum.
Bruce, D. J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34(2), 158-170. https://doi.org/10.1111/j.2044-8279.1964.tb00620.x
Chiat, S. (2006). The developmental trajectory of nonword repetition. Applied Psycholinguistics, 27(4), 552-556. https://doi.org/10.1017/S014271640623039X
Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466. https://doi.org/10.1016/S0022-5371(80)90312-6
De Jong, P. F. y Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91(3), 450-476. https://doi.org/10.1037/0022-0663.91.3.450
De la Osa Fuentes, P. (2003). Evaluación dinámica del procesamiento fonológico en el inicio lector (Tesis doctoral inédita). Departamento de Psicología Evolutiva y Educación, Universidad de Granada, Granada (España).
Defior, S. (2002). Phonological awareness and learning to read: A crosslinguistic perspective. En P. Bryant y T. Nunes (Eds.), Handbook of children’s literacy (pp. 631-649). Ámsterdam: Kluwer.
Defior, S. y Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de Logopedia, Foniatría y Audiología, 31(1), 2-13. https://doi.org/10.1016/S0214-4603(11)70165-6
DGCE. (2011). Prácticas del lenguaje. Material para docentes. Primer ciclo. Educación Primaria. Buenos Aires: Dirección General de Cultura y Educación de la Provincia de Buenos Aires.
Diuk, B. (2003). El proceso de aprendizaje de la lectura y la escritura en sectores urbano-marginados: un estudio cognitivo (Tesis doctoral inédita). Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata, La Plata (Argentina).
Diuk, B. G. y Ferroni, M. V. (2014). Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo. Interdisciplinaria, 31(1), 25-37.
Ferreiro, E. y Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. México, D.F.: Siglo XXI Editores.
Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23(1), 83-94.
Gathercole, S. E. (2008). Working memory. En H. L. Roediger (Ed.), Cognitive psychology of memory (Vol. 2, pp. 33-52). Oxford: Elsevier.
Gathercole, S. E. y Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177-194. https://doi.org/10.1348/000709900158047
Gathercole, S. E., Alloway, T. P., Willis, C. y Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. https://doi.org/10.1016/j.jecp.2005.08.003
Gathercole, S. E. y Baddeley, A. (1993). Working memory and language. Hove: Erlbaum.
Gindri, G., Keske-Soares, M. y Bolli Mota, H. (2007). Memória de trabalho, consciência fonológica e hipótese de escrita. Pró-Fono. Revista de Atualização Científica, 19(3), 313-322. https://doi.org/10.1590/S0104-56872007000300010
Hernández Sampieri, M. C., Fernández Collado, C. y Baptista Lucio, P. (2006). Metodología de la investigación (4.ª ed.). México, D.F.: McGraw Hill.
Herrera, L. y Defior, S. (2005). Una aproximación al procesamiento fonológico de los niños prelectores: conciencia fonológica, memoria verbal a corto plazo y denominación. Psykhe, 14(2), 81-95. https://doi.org/10.4067/S0718-22282005000200007
Høien, T., Lundberg, I., Stanovich, K. E. y Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171-188. https://doi.org/10.1007/BF01027184
Leather, C. V. y Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58(1), 88-111. https://doi.org/10.1006/jecp.1994.1027
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B. y McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2), 345-358. https://doi.org/10.1037/a0013837
Martínez, L., Herrera, C., Valle, J. y Vásquez, M. (2011). Memoria de trabajo fonológica en preescolares con trastorno específico del lenguaje expresivo. Psykhe, 12(2), 153-162. https://doi.org/10.7764/psykhe.12.2.361
McCardle, P. y Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brookes Publishing.
Morais, J. (2003). Levels of phonological representation in skilled reading and in learning to read. Reading and Writing, 16(1), 123-151. https://doi.org/10.1023/A:1021702307703
Muter, V. y Snowling, M. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33(3), 320-337. https://doi.org/10.1598/RRQ.33.3.4
Oakhill, J. y Kyle, F. (2000). The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75(2), 152-164. https://doi.org/10.1006/jecp.1999.2529
Piacente, T., Marder, S. y Resches, M. (2008). Condiciones de la familia y el niño para la alfabetización. Evaluación de impacto del Plan Más Vida. Buenos Aires: Comisión de Investigaciones Científicas de la Provincia de Buenos Aires – CIC.
Rapala, M. M. y Brady, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing, 2(1), 1-25. https://doi.org/10.1007/BF00383371
Ruíz-Vargas, J. . (1991). Psicología de la memoria. Madrid: Alianza.
Ruíz-Vargas, J. . (1994). La memoria humana. Madrid: Alianza.
Signorini, A. (1998). La conciencia fonológica y la lectura. Teoría e investigación acerca de una relación compleja. Lectura y Vida, 19, 15-22.
Signorini, A. (1999). Del habla a la escritura: El procesamiento fonológico en la lectura inicial (Tesis doctoral inédita). Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata, La Plata (Argentina).
Torgesen, J. K. y Hecht, S. A. (1996). Preventing and remediating reading disabilities: Instructional variables that make a difference for special students. En M. F. Graves, P. Van den Broek y B. M. Taylor (Eds.), The first R: Every child’s right to read (pp. 133-159). New York: Teacher’s College Press.
Torgesen, J. K. y Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin: Pro Ed.
Wagner, R. K. y Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. https://doi.org/10.1037/0033-2909.101.2.192
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K. y Rashotte, C. A. (1993). Development of young readers’ phonological processing abilities. Journal of Educational Psychology, 85(1), 83-103. https://doi.org/10.1037/0022-0663.85.1.83
Wagner, R. K., Torgesen, J. K. y Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87. https://doi.org/10.1037/0012-1649.30.1.73
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159-177. https://doi.org/10.2307/747800
Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R. y Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417-426. https://doi.org/10.1348/026151005X26804
Anthony, J. L, Lonigan, C. J., Dyer, S. M. y Bloomfield, B. (1997). The development of phonological processing in preschool-aged children: Preliminary evidence from confirmatory factor analyses. Society for Research in Child Development Abstracts, 11, 10.
Anthony, Jason L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D. y Francis, D. J. (2006). Phonological processing and emergent literacy in Spanish-speaking preschool children. Annals of Dyslexia, 56(2), 239-270. https://doi.org/10.1007/s11881-006-0011-5
Baddeley, A. (1986). Working memory. New York: Oxford University Press.
Baddeley, A. y Hitch, G. J. (1974). Working memory. En G. Bower (Ed.), Recent advances in learning and motivation (Vol. 8, pp. 47-90). New York: Academic Press.
Baddeley, A. y Logie, R. (1999). Working memory: The multiple component model. En A. Miyake y P. Shah (Eds.), Models of working memory. Mechanisms of active maintenance and executive control (pp. 28-61). Cambridge: Cambridge University Press.
Barbosa, T., Miranda, M. C., Santos, R. F. y Bueno, O. F. A. (2009). Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children. Reading and Writing, 22(2), 201-218. https://doi.org/10.1007/s11145-007-9109-3
Borzone, A. M. (1999). Conocimientos y estrategias en el aprendizaje inicial del sistema de escritura. Lingüística en el Aula, 3, 7-28.
Brady, S. y Shankweiler, D. (1991). Phonological processes in literacy. Hillsdale: Erlbaum.
Bruce, D. J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34(2), 158-170. https://doi.org/10.1111/j.2044-8279.1964.tb00620.x
Chiat, S. (2006). The developmental trajectory of nonword repetition. Applied Psycholinguistics, 27(4), 552-556. https://doi.org/10.1017/S014271640623039X
Daneman, M. y Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466. https://doi.org/10.1016/S0022-5371(80)90312-6
De Jong, P. F. y Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91(3), 450-476. https://doi.org/10.1037/0022-0663.91.3.450
De la Osa Fuentes, P. (2003). Evaluación dinámica del procesamiento fonológico en el inicio lector (Tesis doctoral inédita). Departamento de Psicología Evolutiva y Educación, Universidad de Granada, Granada (España).
Defior, S. (2002). Phonological awareness and learning to read: A crosslinguistic perspective. En P. Bryant y T. Nunes (Eds.), Handbook of children’s literacy (pp. 631-649). Ámsterdam: Kluwer.
Defior, S. y Serrano, F. (2011). La conciencia fonémica, aliada de la adquisición del lenguaje escrito. Revista de Logopedia, Foniatría y Audiología, 31(1), 2-13. https://doi.org/10.1016/S0214-4603(11)70165-6
DGCE. (2011). Prácticas del lenguaje. Material para docentes. Primer ciclo. Educación Primaria. Buenos Aires: Dirección General de Cultura y Educación de la Provincia de Buenos Aires.
Diuk, B. (2003). El proceso de aprendizaje de la lectura y la escritura en sectores urbano-marginados: un estudio cognitivo (Tesis doctoral inédita). Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata, La Plata (Argentina).
Diuk, B. G. y Ferroni, M. V. (2014). Aprendizaje de letras en niños preescolares de nivel socioeconómico bajo. Interdisciplinaria, 31(1), 25-37.
Ferreiro, E. y Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. México, D.F.: Siglo XXI Editores.
Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23(1), 83-94.
Gathercole, S. E. (2008). Working memory. En H. L. Roediger (Ed.), Cognitive psychology of memory (Vol. 2, pp. 33-52). Oxford: Elsevier.
Gathercole, S. E. y Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70(2), 177-194. https://doi.org/10.1348/000709900158047
Gathercole, S. E., Alloway, T. P., Willis, C. y Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. https://doi.org/10.1016/j.jecp.2005.08.003
Gathercole, S. E. y Baddeley, A. (1993). Working memory and language. Hove: Erlbaum.
Gindri, G., Keske-Soares, M. y Bolli Mota, H. (2007). Memória de trabalho, consciência fonológica e hipótese de escrita. Pró-Fono. Revista de Atualização Científica, 19(3), 313-322. https://doi.org/10.1590/S0104-56872007000300010
Hernández Sampieri, M. C., Fernández Collado, C. y Baptista Lucio, P. (2006). Metodología de la investigación (4.ª ed.). México, D.F.: McGraw Hill.
Herrera, L. y Defior, S. (2005). Una aproximación al procesamiento fonológico de los niños prelectores: conciencia fonológica, memoria verbal a corto plazo y denominación. Psykhe, 14(2), 81-95. https://doi.org/10.4067/S0718-22282005000200007
Høien, T., Lundberg, I., Stanovich, K. E. y Bjaalid, I.-K. (1995). Components of phonological awareness. Reading and Writing, 7(2), 171-188. https://doi.org/10.1007/BF01027184
Leather, C. V. y Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58(1), 88-111. https://doi.org/10.1006/jecp.1994.1027
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B. y McQueen, J. D. (2009). The nature of preschool phonological processing abilities and their relations to vocabulary, general cognitive abilities, and print knowledge. Journal of Educational Psychology, 101(2), 345-358. https://doi.org/10.1037/a0013837
Martínez, L., Herrera, C., Valle, J. y Vásquez, M. (2011). Memoria de trabajo fonológica en preescolares con trastorno específico del lenguaje expresivo. Psykhe, 12(2), 153-162. https://doi.org/10.7764/psykhe.12.2.361
McCardle, P. y Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Paul Brookes Publishing.
Morais, J. (2003). Levels of phonological representation in skilled reading and in learning to read. Reading and Writing, 16(1), 123-151. https://doi.org/10.1023/A:1021702307703
Muter, V. y Snowling, M. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33(3), 320-337. https://doi.org/10.1598/RRQ.33.3.4
Oakhill, J. y Kyle, F. (2000). The relation between phonological awareness and working memory. Journal of Experimental Child Psychology, 75(2), 152-164. https://doi.org/10.1006/jecp.1999.2529
Piacente, T., Marder, S. y Resches, M. (2008). Condiciones de la familia y el niño para la alfabetización. Evaluación de impacto del Plan Más Vida. Buenos Aires: Comisión de Investigaciones Científicas de la Provincia de Buenos Aires – CIC.
Rapala, M. M. y Brady, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing, 2(1), 1-25. https://doi.org/10.1007/BF00383371
Ruíz-Vargas, J. . (1991). Psicología de la memoria. Madrid: Alianza.
Ruíz-Vargas, J. . (1994). La memoria humana. Madrid: Alianza.
Signorini, A. (1998). La conciencia fonológica y la lectura. Teoría e investigación acerca de una relación compleja. Lectura y Vida, 19, 15-22.
Signorini, A. (1999). Del habla a la escritura: El procesamiento fonológico en la lectura inicial (Tesis doctoral inédita). Facultad de Humanidades y Ciencias de la Educación, Universidad Nacional de La Plata, La Plata (Argentina).
Torgesen, J. K. y Hecht, S. A. (1996). Preventing and remediating reading disabilities: Instructional variables that make a difference for special students. En M. F. Graves, P. Van den Broek y B. M. Taylor (Eds.), The first R: Every child’s right to read (pp. 133-159). New York: Teacher’s College Press.
Torgesen, J. K. y Mathes, P. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin: Pro Ed.
Wagner, R. K. y Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212. https://doi.org/10.1037/0033-2909.101.2.192
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K. y Rashotte, C. A. (1993). Development of young readers’ phonological processing abilities. Journal of Educational Psychology, 85(1), 83-103. https://doi.org/10.1037/0022-0663.85.1.83
Wagner, R. K., Torgesen, J. K. y Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87. https://doi.org/10.1037/0012-1649.30.1.73
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23(2), 159-177. https://doi.org/10.2307/747800
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2017-12-22
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Querejeta, M. (2017). Consciência fonêmica e memória fonológica em meninos em processo de alfabetização. Jornal De Psicologia, 16, 13–29. https://doi.org/10.24215/2422572Xe003
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