Resumen

CARDOSO, Carla Valério  y  MOTA, Márcia Maria Peruzzi Elia da. Home Literacy and precursors literacy acquisition. Estud. pesqui. psicol. [online]. 2015, vol.15, n.2, pp. 708-724. ISSN 1808-4281.

The literature review shows that cognitive precursors of reading and writing, with emphasis on phonological awareness letters name knowledge can be developed by the children in family context, before the beginning of formal education, with positive effects on reading and writing performance as well as beginning formal schooling. This paper describes some everyday practices of parents and child, especially related to reading, in two distinct social classes, and its relationship to children's performance at precursors of reading at the last year from kindergarten. The parents answered a familiar everyday practices questionnaire; the children that were 5 and 6 years old and took tests of phonological awareness, letter name knowledge and receptive vocabulary acquisition. These activities were carried out in four schools, two state schools and two private schools in Niterói and São Gonçalo, Rio de Janeiro, with 80 families, 40 of them from private schools and 40 from public schools. For the data analysis  nonparametric Spearman correlation related parental encouragement to the development of precursors of reading and writing and the Mann-Whitney tests showed that stimulating the development of predictors of reading and writing contributed significantly to children´s performance. Children in private schools had better performance than those in state schools. The relevance of this study is based on the importance of research on the environment in which initial learning takes place, to encourage parents activities and to help formulating social and educational policies to explore the precursors of reading and writing.

Palabras clave : Home Literacy; reading; writing; family and school.

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