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Do fonema ao grafema : um caminho a percorrer
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.28 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Sendo a aprendizagem da leitura e da escrita, considerada fundamental para a integração de qualquer ser humano na sociedade, a sua concretização reveste-se de algumas dificuldades. Esta tarefa, característica dos primeiros anos de escolaridade, apresenta alguma complexidade, havendo mesmo um número significativo de crianças que não consegue compreender a natureza da tarefa e, consequentemente, dar resposta às exigências escolares em termos de aprendizagem. Tendo presente que as dificuldades de aprendizagem da leitura e da escrita constituem um dos grandes entraves às aprendizagens e a um percurso escolar de sucesso, sendo estas aprendizagens transversais a todos os domínios apreendidos a nível escolar, torna-se pertinente o seu estudo. Nestes últimos anos, começou a existir uma maior preocupação e investimento na investigação relacionada com a Psicolinguística, e em particular na abordagem da linguagem escrita. É neste contexto que surge o presente trabalho, que tem como objetivo analisar a aprendizagem da escrita no 1º ano do 1º ciclo, com duas metodologias de ensino diferentes. Os resultados são apresentados e discutidos e serão abordadas algumas considerações finais, tendo em conta os resultados obtidos.
Being the learning of reading and writing, considered fundamental for the integration of any human being in society, there are some difficulties. This task, characteristic of the first years of schooling, presents some complexity, with even a significant number of children who can not understand the nature of the task and, consequently, respond to the demands that the school makes in terms of learning. Having in mind that the difficulties of learning to read and write are one of the main obstacles to learning and for a successful school journey, and that these lessons are transversal to all the domains learned at school level, it becomes pertinent to study them. In recent years, there has been a greater concern and investment in the related research of Psycholinguistics, and in particular in the written language approach. It is in this context that the present work arises, which has with objective the learning of writing in the 1st year of the 1st cycle, with two different teaching methodologies. The results are presented and discussed and some final considerations will be addressed, taking into account the results obtained.
Being the learning of reading and writing, considered fundamental for the integration of any human being in society, there are some difficulties. This task, characteristic of the first years of schooling, presents some complexity, with even a significant number of children who can not understand the nature of the task and, consequently, respond to the demands that the school makes in terms of learning. Having in mind that the difficulties of learning to read and write are one of the main obstacles to learning and for a successful school journey, and that these lessons are transversal to all the domains learned at school level, it becomes pertinent to study them. In recent years, there has been a greater concern and investment in the related research of Psycholinguistics, and in particular in the written language approach. It is in this context that the present work arises, which has with objective the learning of writing in the 1st year of the 1st cycle, with two different teaching methodologies. The results are presented and discussed and some final considerations will be addressed, taking into account the results obtained.
Description
Keywords
Linguagem Aprendizagem Escrita Métodos Language Learn Write Methods