O tripé da alfabetização: consciência fonológica, princípio alfabético e letramento
This article deals with the teaching reading and writing tripod: phonological awareness, explanation of the alphabetical principle and literacy. Rigatti-Scherer’s research (2008) presents evidence regarding the three guiding axes. Are they: developing phonological awareness throughout the literacy p...
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| Formato: | article |
| Idioma: | por |
| Publicado em: |
2020
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| Texto completo: | https://ojs.letras.up.pt/index.php/EL/article/view/10092 |
| País: | Portugal |
| Oai: | oai:ojs.letras.up.pt/ojs:article/10092 |
| Resumo: | This article deals with the teaching reading and writing tripod: phonological awareness, explanation of the alphabetical principle and literacy. Rigatti-Scherer’s research (2008) presents evidence regarding the three guiding axes. Are they: developing phonological awareness throughout the literacy period provides the learning of writing more effectively and that, being established, provides better performance in phonological awareness; the explanation of the alphabetical principle during the teaching reading and writing period facilitates the learning of writing for students of regular classes and students with special needs; literacy enables interaction and the real use of reading and writing functions. The balanced three “feet” support teaching reading and writing. |
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