Heloisa Helena Motta Bandini

Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

Relations Between Reading, Vocabulary and Phonological Awareness in low-Income Children

espanolResumen: Conciencia fonologica, inteligencia, vocabulario y estatus socioeconomico se han considerado variables importantes para el aprendizaje de la lectura. Al mismo tiempo, el deficit de atencion se ha relacionado con los malos resultados de lectura. El objetivo de este estudio fue investigar la correlacion entre conciencia fonologica, vocabulario, inteligencia, atencion enfocada y lectura en ninos de bajo nivel socioeconomico expuestos a malas condiciones de ensenanza. En este estudio participaron 111 ninos que pertenecen a las clases socioeconomicas D y E y fueron inscritos en una escuela publica. Los resultados indican correlaciones positivas entre las puntuaciones de vocabulario, inteligencia, conciencia fonologica y lectura. No fue encontrada correlacion significativa entre la medida de atencion y la aptitud para la lectura. Se encontro que la relacion entre las variables en cuestion se mantiene incluso en poblaciones de bajos ingresos, sin embargo, la pobreza del entorno de ensenanza actua como factor limitante para el desarrollo expansion de la capacidad de lectura de los estudiantes. EnglishAbstract: Phonological awareness, intelligence, vocabulary and socioeconomic status (SES) have been considered important variables in the acquisition of reading. Nevertheless, attention deficit is associated to low reading performance. The purpose of this work was to investigate correlations among phonological awareness, vocabulary, intelligence, focused attention and reading skills in children with low SES exposed to a non-effective teaching environment. This study included 111 children belonging to socioeconomic classes D and E who were enrolled at a state school. Results pointed to a positive correlation among vocabulary, intelligence, phonological awareness and reading scores. There was no significant correlation between attention measures and reading ability. The relations among the variables continued, even in a population with low SES, although bad teaching environment acts as a limiting factor for the students’ development of their reading ability. portuguesResumo: Consciencia fonologica, inteligencia, vocabulario e nivel socioeconomico vem sendo consideradas variaveis importantes para a aquisicao da leitura. Ao mesmo tempo, deficits de atencao vem sendo relacionados ao mau desempenho em leitura. O objetivo foi investigar as correlacoes entre as habilidades de consciencia fonologica, vocabulario, inteligencia, atencao concentrada e leitura em criancas de baixo nivel socioeconomico expostas a ambiente precario de ensino. Participaram 111 criancas de uma escola publica, pertencentes as classes socioeconomicas D e E. Os resultados indicaram correlacoes positivas entre as habilidades de vocabulario, inteligencia, consciencia fonologica e leitura. A atencao nao contribuiu para a explicacao da competencia em leitura. Verificou-se que as relacoes entre as variaveis em questao sao mantidas, mesmo em populacoes de baixo nivel socioeconomico, entretanto, o ambiente precario de ensino pode ser um fator limitante para a expansao da capacidade de leitura dos estudantes.

Emergencia de Lectura y Escritura en Adultos Analfabetos Después de Tareas de Igualación de la Muestra

Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

Emergência de Leitura e Escrita em Adultos Analfabetos Após Tarefas de Matching-to-Sample

Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

Niveles de Conciencia Fonologica, Memoria Operativa y Conocimiento Lexical en Ninos Escolares

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

Niveis de Consciencia Fonologica, Memoria Operacional e Conhecimento Lexical em Escolares

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.