Resumo

GODOY, Dalva Maria Alves; PINHEIRO, Ângela Maria Vieira  e  CITOLER, Sylvia Defior. Initial literacy: influence of phonemic awareness and teaching method. Psicol. teor. prat. [online]. 2017, vol.19, n.3, pp.226-241. ISSN 1516-3687.  https://doi.org/10.5935/1980-6906/psicologia.v19n3p226-241.

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.

Palavras-chave : phonemic awareness; reading; spelling; literacy; teaching method.

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