Abstract

CAMILO, Cristiane Santos Lima  and  MOTA, Márcia Maria Peruzzi Elia da. Teaching practice and phonological awareness development. Estud. pesqui. psicol. [online]. 2013, vol.13, n.2, pp. 447-459. ISSN 1808-4281.

There is quite a lot of agreement in the literature that phonological awareness is a important contributor to literacy acquisition. Surprisingly, little research has look at the teaching practice in pre-school regarding phonological awareness development. The present study investigated the relationship between teaching practice and development of phonological awareness and letter knowledge. Two classrooms were observed. Thirty three children partipated. The results showed that children at the teacher´s class that spent more time with literacy activities such reading stories, working with phonological awareness were the ones that have greater improvement in phonological awareness knowledge. There were no significant results for letter knowledge. Educational implications were discussed.

Keywords : Phonological awareness; Letter; Metalanguage; Teaching.

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