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The importance of phonological awareness in learning disabilities' prevention: perspectives of pre-school and primary teachers

2021-11-15Journal article Open access
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dc.contributor.authorVeríssimo, Lurdes
dc.contributor.authorCosta, Marisa
dc.contributor.authorMiranda, Francisca
dc.contributor.authorPontes, Catarina
dc.contributor.authorCastro, Isabel
dc.date.accessioned2021-12-22T18:24:34Z
dc.date.available2021-12-22T18:24:34Z
dc.date.issued2021-11-15
dc.description.abstractThere 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.3389/feduc.2021.750328pt_PT
dc.identifier.eid85120563714
dc.identifier.issn2504-284X
dc.identifier.urihttp://hdl.handle.net/10400.14/36259
dc.identifier.wos000725580800001
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectPhonological awarenesspt_PT
dc.subjectLearning disabilitiespt_PT
dc.subjectPre-schoolpt_PT
dc.subjectPrimary schoolpt_PT
dc.subjectPreventionpt_PT
dc.titleThe importance of phonological awareness in learning disabilities' prevention: perspectives of pre-school and primary teacherspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleFrontiers in Educationpt_PT
oaire.citation.volume6pt_PT
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT

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