Open AccessCORRELAÇÃO ENTRE FASES DE ALFABETIZAÇÃO SEGUNDO ABORDAGEM CONSTRUTIVISTA E IDADES DE ESCOLARES INICIAIS
Author(s) -
Meire Aparecida Judai,
Maria Salete Vaceli Quintilio,
Ana Carolina Oliveira Lima
Publication year - 2013
Publication title -
colloquium humanarum
Language(s) - English
Resource type - Journals
eISSN - 1809-8207
pISSN - 1679-6470
DOI - 10.5747/ch.2013.v10.n2.h141
Subject(s) - syllabic verse , dictation , literacy , context (archaeology) , reading (process) , private school , meaning (existential) , mathematics education , psychology , pedagogy , linguistics , history , art , literature , philosophy , archaeology , psychotherapist
According to the Constructivist school, to have a meaning, the literacy must occur in an interactive\udprocess, always followed by the children context and the reality they live. Stories and children´s\udinterventions must be worked, and during the graphic moment, letters or words could agglutinate,\udbe inserted, missed out, since they make some sense to them. Because the constructivist\udapproach is adopted by most of the schools, and the large number of students with difficulties in\udlearning that are treated in the speech therapist clinics, the present study had as objective to\udobserve the steps in the literacy of 1st Elementary school year, and verify the literacy levels in\udpublic and private schools in Presidente Prudente - SP, Brazil. The samples were made by 41\udchildren, 15 from private school and 26 from public school, between 5 and 6 years old. The used\udmethod was a dictation of words, which resulted in the Literacy Levels Classification. The Private\udSchool had the Level 4 grade (syllabic), while the Public School was between the Level 2 and 3\ud(syllabic-alphabetic and syllabic), on average. Therefore, it can be inferred that the private school\udhad a better performance, considering the levels of literacy and the observation period of the\udsample, and that the children of this school have a performance for learning reading and writing\udrather than the Public School children evaluated