Marina Ferroni

La Adquisición de Conocimiento Ortográfico en Niños de 1er a 3er Año de Educación Básica

Fil: Diuk, Beatriz Graciela. Consejo Nacional de Investigaciones Cientificas y Tecnicas. Oficina de Coordinacion Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicologia Matematica y Experimental Dr. Horacio J. A. Rimoldi; Argentina

Predictors of letter knowledge in children growing in poverty

This study examined the influence of phonological processing abilities on letter knowledge and letter learning in 1st grade children growing in poverty. At the beginning of the school year, 59 first graders were evaluated with tests measuring phonological awareness, phonological memory and rapid naming. Letter knowledge was assessed at the beginning and at the end of the year. All phonological processing abilities predicted letter knowledge at time 1, with phonological awareness producing the largest effect. However, only phonological memory predicted additional letter learning during the school year, once initial letter knowledge was taken into account.

Dificultades de lectura en contextos de pobreza: ¿ un caso de Efecto Mateo?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.

¿Anglocentrismo en los modelos de adquisición lectora? Un estudio en una lengua de ortografía transparente

The present research aimed to check Share’s (2008) thesis about conventional reading acquisition models in a group of Argentinean children. This author proposes that reading models developed for English need to be reviewed when children are learning to read in a language with transparent orthography. Share questions the idea of learning proceeds in stages, the importance given to reading accuracy over speed and the relevance of phonological processing. A group of 52 children from low-income families were tested on letter knowledge, phonological awareness, rapid naming and reading of frequent words at the beginning and the middle of first grade. Additionally, children’s word and pseudo-word reading skills were tested at the end of first and second grade. Results showed that most children never resorted to non-phonological strategies as it is usually done by their equals in English. By the end of second grade the group had reached a high level of accuracy in reading, but important differences were found in reading speed. These results support Share’s (2008) proposal since reading acquisition did not develop in a series of stages but could be described as a continuous process in which children gradually increase their phonological recoding abilities and achieve accuracy early on. Therefore individual differences in reading speed become a critical aspect of reading.

Reading difficulties in a poverty context: a case study of the Matthew Effect?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.

Dificuldades de leitura em contextos de pobreza: um caso de Efeito Mateus?

In this study we investigate whether the reading diffi culties in poverty environment may be interpreted in terms of the “Matthew Effect”, which posits an accumulation of differences between those who enter school with high and low knowledge. We evaluate 58 children entering fi rst grade with tests of phonological processing, letter knowledge, reading and writing, and identifi ed a group of children at risk. Based on assessments of reading and writing taught at the end of the fi rst, second and third grades, we compared the evolution of children at risk with their peers. In the fi rst year, the gap between groups widened confi rming the predictions of the Matthew Effect. From the second year, the school provided children at risk with an additional educational support. Differences between groups no longer increased. It is considered that these results show the impact of educational intervention in facing children ́s diffi culties.Este estudo explorou se as dificuldades leitoras em contextos de pobreza podem ser interpretadas em termos do Efeito Mateus, que postula uma acumulacao das diferencas entre quem ingressa na escola com altos e baixos conhecimentos. Foram avaliadas 58 criancas ingressantes na primeira serie com testes de processamento fonologico, conhecimento de letras, leitura e escrita, e se identificou um grupo de criancas em risco. Com base em avaliacoes de leitura e escrita ministradas no final da primeira, segunda e terceira serie, se comparou a evolucao das criancas em risco com a de seus pares. No primeiro ano, a distância entre grupos se ampliou, confirmando as predicoes do Efeito Mateus. A partir do segundo ano, a escola proporcionou as criancas em risco um apoio educativo adicional. As diferencas entre grupos ja nao se ampliaram. Considera-se que esses resultados evidenciam a incidencia da intervencao pedagogica na configuracao das dificuldades.