This thesis is a qualitative research review of the literature. The aim is to analyze what the researchers reveal about Education‟s software in regards to the categories of phonological awareness in reading acquisition and development during the first years of elementary education. It is presented from the point of view of speech-language pathology. Five articles were chosen for analysis of structure and application. Two were in Portuguese and three were in other languages. The articles describe information systems, objective, theory foundation and methods, and conclude with study results. Later, the articles analyze the use of phonological awareness skills presented through the software. Among the five software systems presented in the articles, I focused on the Pedro no Parque de Diversões software for analysis. This software teaches the multimedia support bidimensional, (in 2D), and through audiovisual recourse, develops the identified areas of phonological awareness. The scenery is interactive and easy to navigate. The phonological awareness activities explored in the software can be aligned with the Education and Speech-Language Pathology‟s proposal as presented through the schools‟ activities. / O presente trabalho é uma pesquisa qualitativa de revisão bibliográfica. Objetiva analisar o que as pesquisas revelam sobre o uso de softwares educacionais para estimular as habilidades da consciência fonológica na aquisição e desenvolvimento da leitura em escolares de séries iniciais a partir do olhar de uma fonoaudióloga. Foram selecionados cinco artigos para análise de sua estrutura e aplicação: dois em língua portuguesa e três em outros idiomas. Esses artigos são descritos quanto aos sistemas informáticos, os objetivos das pesquisas, os fundamentos teóricos, as metodologias e os resultados dos estudos. Posteriormente, os artigos são analisados em relação às habilidades da consciência fonológica estimuladas nos softwares. Por fim, dentre os cinco softwares apresentados nos artigos estudados, o software Pedro no Parque de Diversões é escolhido para ser analisado. Esse software apresenta um suporte de multimídia bidimensional (em 2D) e integra recursos audiovisuais nas atividades de estimulação das habilidades da Consciência Fonológica CF, verificando que os cenários são interativos e de fácil navegação. As atividades de consciência fonológica exploradas nos softwares devem ser beneficiadas por propostas pedagógicas e fonoaudiológicas a serem adotadas em atividades escolares. / Mestre em Educação

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Esta pesquisa tem por objetivo geral investigar a contribuiÃÃo das tÃcnicas do mÃtodo fÃnico para estÃmulo da consciÃncia fonolÃgica a fim de facilitar a aquisiÃÃo das relaÃÃes grafofÃnicas e, consequentemente, proporcionar o desenvolvimento de habilidades da leitura em alunos do 3 e 4 ano do ensino fundamental I. A principal hipÃtese à a de que o uso de tÃcnicas do mÃtodo fÃnico, se utilizadas nas mediaÃÃes durante o ensino da leitura, pode ser eficiente em auxiliar os alunos a associar os sons à grafia, descodificar vocÃbulos e atà pseudopalavras. O objetivo à elaborar e avaliar uma proposta didÃtica de atividades que pode contribuir no desenvolvimento da consciÃncia fonolÃgica a fim de auxiliar no aprendizado da leitura. Este estudo à baseado em pesquisas da neurociÃncia no processo da leitura, no ensino com o mÃtodo fÃnico e na intervenÃÃo com atividades que favoreÃam a formaÃÃo da consciÃncia fonolÃgica e facilitem a associaÃÃo das regras grafofÃnicas. Foram analisados dados de vinte e um alunos distribuÃdos em cinco turmas do terceiro e quarto ano do ensino fundamental. Os alunos fizeram um teste de leitura e um teste de consciÃncia fonolÃgica. Em seguida, os alunos do primeiro grupo participaram das mediaÃÃes para formaÃÃo da consciÃncia fonolÃgica e no segundo grupo as mediaÃÃes auxiliaram na formaÃÃo da consciÃncia fonolÃgica e associaÃÃo das regras grafofÃnicas. Jà no terceiro grupo, tambÃm denominado grupo controle, os prÃ-testes e pÃs-testes foram comparados sem a aplicaÃÃo das mediaÃÃes supracitadas. Ao tÃrmino das intervenÃÃes os testes foram reaplicados e analisados. / This research aims to investigate the contribution of techniques of the phonics method to stimulate phonological awareness in order to facilitate the acquisition of graphophone relations and, consequently, to provide the development of reading skills in 3rd and 4th year students of elementary school I The main hypothesis is that the use of techniques of the phonic method, if used in mediations during reading teaching, can be effective in helping students to associate sounds with spelling, to decode words and even pseudowords. The objective is to elaborate and evaluate a didactic proposal of activities that can contribute to the development of phonological awareness in order to assist in reading learning. This study is based on neuroscience research in the reading process, teaching with the phonics method and intervention with activities that favor the formation of phonological awareness and facilitate the association of graphophonic rules. We analyzed data from twenty-one students distributed in five classes of the third and fourth year of elementary school. Students took a reading test and a phonological awareness test. Then the students of the first group participated in the mediations to form the phonological awareness and in the second group, the mediations helped in the formation of the phonological awareness and association of the gramophone rules. In the third group, also called the control group, the pre-tests and post-tests were compared without applying the aforementioned mediations. At the end of the interventions, the tests were reapplied and analyzed.

Made available in DSpace on 2016-03-15T19:40:01Z (GMT). No. of bitstreams: 1 Katerina Lukasova.pdf: 890430 bytes, checksum: 8d06549735c9d6867871af7218d5d40d (MD5) Previous issue date: 2007-02-06 / Dyslexia is a difficulty to acquire fluent reading and writing and the causes of this deficit are the object of an intense research. Some of the aspects of the deficit stem from impairment in phonological, motor and visual processing. Through the assessment of these impairments,the core reading deficit can be better understood and new clinical and teaching approaches developed. One of the ways to assess the cognitive processes involved in reading is through register of eye movements during reading since it offers us precise measures like number of fixations and gaze duration. This study aims to assess phonological, motor and reading skills of dyslexic children and normal readers. We assessed 10 children diagnosed for dyslexia and 10 controls with normal readings skills. Controls were matched for sex, age, and school grade. All the children completed a large set of assessment tasks: the Phonological Awareness Test, Perdue Pegboard Test, Eye Pursuit Task, Predictive Saccade Task, Word, Non-real Word and Syllable Reading Task. The result showed impairment for the dyslexic children in all of three assessed skills. In the Phonological Awareness Test, a lower score was found for the syllable and phoneme manipulation. In the motor tasks, a different pattern of eye movement was registered for the leftward saccades, but no differences were observed for the Perdue Pegboard Test. In the reading task, dyslexic children showed longer gaze time and more fixations on each word. No interaction was found for group and characteristics of the stimuli, such as frequency, length and regularity of the words. This indicates that in reading, the eye movements pattern of dyslexic children is similar to the controls. The results showed a presence of phonological and motor deficit in dyslexic children. Further studies are necessary to investigate the correlation of phonological and motor deficit and its specificity for dyslexia. / Dislexia é uma dificuldade de automatizar as habilidades de leitura e escrita, e suas causas estão sendo intensamente estudadas. Alguns dos fatores apontados como subjacentes da dificuldade na leitura são déficits nas habilidades fonológicas, motoras e visuais. Por meio de avaliação dessas manifestações comportamentais, pode-se compreender melhor o déficit e, por conseqüência, ajudar na descoberta de princípios clínicos e pedagógicos mais adequados para os seus portadores. Um dos meios de acessar o processamento de leitura é através do registro de movimentos oculares, que utiliza medidas mais precisas, tais como: número e tempo total de fixações. O presente trabalho objetivou avaliar habilidades fonológicas, motoras e de leitura em crianças com dislexia e crianças entendidas como "bons leitores". Foram avaliadas 10 crianças com dislexia e 10 controles pareados em função de sexo, idade e escolaridade. As crianças foram avaliadas com uma extensa bateria de testes composta por: Teste de Consciência Fonológica, Teste de Motricidade Perdue Pegboard, Teste de Seguimento Ocular, Teste de Sacada Preditiva, Teste de Leitura de Palavras, Teste de Leitura de Pseudopalavras e Teste de Leitura de Sílabas. Os resultados demonstram desempenhos inferiores no grupo de disléxicos em três domínios investigados: fonológico, motor e de leitura. Para habilidades fonológicas, foi encontrado pior desempenho dos disléxicos no nível de manipulação silábica e fonêmica. Em relação às habilidades motoras, foi encontrada alteração em tarefas de movimento ocular relacionada com o lado esquerdo, mas não foi encontrada diferença no teste de Motricidade Perdue Pegboard. Nas habilidades de leitura com o registro de movimento ocular foram encontrados maiores tempos e números de fixações em cima da palavra. Não foi encontrada interação do grupo com as características psicolingüísticas, tais como freqüência, regularidade ou comprimento da palavra. Isso indica não haver diferença no padrão de movimentos oculares em disléxicos durante a leitura. Os resultados indicam a presença do déficit fonológico e motor nos disléxicos. Outros estudos são necessários para investigar correlação entre ambos os déficits e a especificidade com a dislexia.

Made available in DSpace on 2016-03-15T19:40:30Z (GMT). No. of bitstreams: 1 Julia Margarida Hein.pdf: 559852 bytes, checksum: dccdd205339d817fb771079a6234ba06 (MD5) Previous issue date: 2006-09-04 / Fundo Mackenzie de Pesquisa / The objective of this research was to verify the effectiveness of the intervention with the program Computerized Phonological Alphabetization in pupils with intellectual disabilities. The program considers to stimulate and to develop the phonological awareness that is important for reading ability. 20 children and adolescents with ages between 10 to the 17 years of two specialized institutions had concluded this study. Throughout the study, two groups of participants: control and experimental groups had been formed with similar characteristics. 16 sessions of individual intervention in the experimental group and evaluations before and after the intervention in both groups had been carried through parallel evaluations. The results had been analyzed with statistics, comparing the averages of rightness through the tests of ability of reading and writing and the test of phonological awareness. It had the indication of a considerable improvement of the experimental group in relation to the control group. In a general way, the initiative of this work demonstrated good answers to the improvement of the reading and phonological awareness with the use of the adequate computer program becoming an important resource for the incentive the reading of pupils with Intellectual Disabilities. / O objetivo desta pesquisa foi verificar a eficácia da intervenção com o programa Alfabetização Fônica Computadorizada em alunos com deficiência mental. O programa propõe estimular e desenvolver a consciência fonológica que se faz importante para habilidade de leitura. Concluíram este estudo 20 crianças e adolescentes com idades entre 10 à 17 anos de duas instituições especializadas. Ao longo do trabalho, foram formados dois grupos de participantes identificados como grupo controle e experimental com características semelhantes. Foram realizadas 16 sessões de intervenção individual no grupo experimental e avaliações paralelas antes e depois da intervenção nos dois grupos. Os resultados foram analisados estatisticamente, comparando as médias de acertos através dos testes de habilidade de leitura e escrita e da prova de consciência fonológica. Houve a indicação de uma melhoria considerável do grupo experimental em relação ao grupo controle. De um modo geral, a iniciativa deste trabalho demonstrou boas respostas à melhoria da leitura e consciência fonológica com a utilização de programa de computador adequado tornando-se um recurso importante para o incentivo a leitura de alunos com Deficiência Mental.

The presented diploma thesis is focused on a special pedagogical topic and deals with the phonological abilities of preschool children. The diploma thesis is structured into theoretical and practical part. In the theoretical part the reader is introduced with the characteristics of preschool children, principles of the school education system in the Czech Republic based on current legislation, the school's maturity and readiness and the diagnosis of preschool children. The work also presents various divisions of the ontogenesis of speech, language and communication and characterizes individual language levels. The work also describes the development of phonological abilities and introduces phonological abilities in the context of reading literacy. A separate subchapter is devoted to possible diagnostic tools for the diagnosis of phonological abilities and another subchapter is about the Batteries of tests of phonological abilities by Gabriela Seidlová Málková and Markéta Caravolas which was performed in the empirical part. In the empirical part we deal with the analysis of phonological abilities of preschool children. A qualitatively oriented research was made in two classes of two kindergartens. The chosen methods of thesis were observation, analysis of the results of activities and analysis of...

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Syftet med studien är att utifrån några utvalda lärares perspektiv undersöka vilka arbetssätt som används i den tidiga läsundervisningen i förskoleklass och årskurs 1 samt hur samarbetet mellan dessa två årskurser ser ut. Kvalitativa intervjuer genomfördes med åtta lärare som arbetar eller har arbetat i förskoleklass och/eller årskurs 1. Resultatet visar att den läsundervisning som sker i förskoleklass och årskurs 1 liknar varandra innehållsmässigt och delvis även kring val av arbetssätt. Skillnaden mellan läsundervisningen i förskoleklass och årskurs 1 är främst att förskoleklassen tydligare belyser lekens roll i undervisningen. Resultatet visar även att det inte finns något tydligt samarbete kring undervisningen. Däremot finns ett samarbete i form av överlämningsmöten vid övergången mellan årskurserna där elevernas kunskaper diskuteras för att lärarna i årskurs 1 ska kunna planera en undervisning utifrån elevens proximala utvecklingszon. / The purpose of this study is to investigate which teaching methods are used in the early reading education in preschool class and first grade and how the teachers experience the collaboration between these two grades. Qualitative interviews were conducted with eight teachers who work, or have worked, in preschool class and/or year 1. The result from the study shows that the reading education that takes place in preschool class and first grade has similar content and is also partly similar in terms of choice of working methods. The main difference between reading instructions in preschool class in contrast to first grade is that the preschool class teachers more clearly highlight the role of play in teaching. The results also show that there is no evident collaboration around how to organize the reading education. On the other hand, there is a collaboration in the form of handover meetings during transitioning from preschool class to first grade. In these meetings students' knowledge is discussed so that the teachers in year 1 can plan a reading education based on the student's proximal development zone.

Studies of preschool children have shown early speech and language deficits in children with cleft lip and/or palate (CLP). For some children, the deficits during kindergarten diminish as they begin school while some children continue to show delays. The purpose of this study was to determine if a relationship exists between speech and language skills and early reading skills of phonological awareness, letter identification, and rapid naming in children with and without CLP. The subjects, four kindergarten children with and four without CLP, were administered a battery of speech, language, early reading skills, and nonverbal cognition measures. Two-way analysis of variance for groups and matched pairs and correlational analyses were performed. The results revealed that the cleft group performed poorer than the noncleft group on most of the speech, language, and early reading measures. Significant correlations were found between the speech and grammatical language measures and the early reading measures.

One population with challenges in learning to read is children with autism spectrum disorder (ASD). The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities to improve phonological awareness and phonics skills with three children with ASD. Previous studies have looked at the effectiveness of using SEEL with other young children with diverse backgrounds; however, this is the first study to focus on using SEEL intervention with children with ASD. The study used a single-subject, multiple-baseline-across-behaviors design to compare performance on phonic patterns before and after intervention. Three young, male students who had a diagnosis on the autism spectrum and delays in literacy skills participated in the study. A number of different, yet comparable literacy targets were selected for each of the participants and assessment tasks were created to probe the participants’ ability to demonstrate reading and phonological awareness for these target patterns. Baseline assessment data were collected prior to participants receiving individualized intervention, and performance on each task was monitored using the same assessment each subsequent session. SEEL instruction focusing on one target at a time was used to teach participants to read or decode the target words and give appropriate responses to phonological awareness tasks. Intervention sessions were held once a week and lasted approximately 30-45 minutes. Each SEEL lesson was adapted to meet the needs of the individual child; however, all sessions contained SEEL principles of contextualized play, frequent auditory and visual exposures to the targets, explicit teaching using the target words, and engaged and reciprocal participation with opportunities to create original oral and written phrases. An analysis of the results show marked improvement in performance with the selected targets for two of the participants. This study provides further insight into the efficacy of using SEEL with different populations in need of early literacy intervention, especially those with multiple behavioral and skill-based variables to consider. It also discusses some additional factors and challenges to consider for future research in using SEEL with children with ASD.

The aim of this study is to highlight pre-school teachers perceptions and experiences of phonological awareness teaching to see if there is consistency with previous research. As well as whether the preschool teachers consider themselves to have sufficient knowledge to conduct quality teaching in the subject. The method used is qualitative semi-structured interviews with ten active preschool teachers, where they shared their experiences of teaching linked to phonological awareness. Phenomenography is used as a research approach in the study, which involves paying attention to variations in a group of people around a specific phenomenon. The resulting results are analyzed and printed based on the categories, so-called outcome rooms, that were noticed. The results indicate that the preschool teachers descriptions of the teaching linked to the phonological awareness do not completely match the results of the research in order to give children the best possible conditions to encounter the written language. As the teaching tends to include activities at the lower levels of phonological awareness, while research believes that teaching at the higher level, so-called phonemic awareness, is necessary. However, a consensus can be seen in the pre-school teachers descriptions of success factors, which mainly contain activities at the phoneme level. Furthermore, it appears that the preschool teachers express that they do not have sufficient knowledge to conduct high-quality teaching, and that the knowledge that exists tends to be based on experience only. The conclusion is that more scientifically based knowledge, especially in phonemic awareness, is needed for preschool teachers to feel secure in conducting quality teaching. / Syftet med denna studie är att belysa förskollärares uppfattningar och erfarenheter av undervisning inom fonologisk medvetenhet för att se om det finns en samstämmighet med tidigare forskning. Samt om förskollärarna anser sig ha tillräckliga kunskaper för att bedriva kvalitativ undervisning inom ämnet. Metoden som används är kvalitativa semistrukturerade intervjuer med tio aktiva förskollärare, där de fick delge sina erfarenheter av undervisningen kopplat till den fonologiska medvetenheten. Fenomenografi används som forskningsansats i studien, vilket handlar om att uppmärksamma variationer hos en grupp människor kring ett specifikt fenomen. Resultatet som framkommer analyseras och skrivs ut utifrån de kategorier, så kallade utfallsrum, som uppmärksammades. Resultatet indikerar på att förskollärarnas beskrivningar av undervisningen kopplat till den fonologiska medvetenheten inte helt stämmer överens med forskningens resultat för att ge barn bästa möjliga förutsättningar att möta skriftspråket. Då undervisningen tenderar att innehålla aktiviteter på den fonologiska medvetenhetens lägre nivåer, medan forskningen anser att undervisning på den högre nivån, så kallad fonemisk medvetenhet, är nödvändig. En samstämmighet kan dock ses i förskollärarnas beskrivningar av framgångsfaktorer, som i huvudsak innehåller aktiviteter på fonemnivå. Vidare framkommer det att förskollärarna uttrycker att de inte har tillräckliga kunskaper för att bedriva kvalitativ undervisning, och att den kunskap som finns tenderar att endast vara erfarenhetsbaserad.  Slutsatsen är att mer vetenskapligt grundad kunskap, i synnerhet inom fonemisk medvetenhet behövs för att förskollärarna ska känna en trygghet i att bedriva undervisning med hög kvalitet.