scholarly journals Competências de matemática e de literacia emergente: Estudo correlacional

2017 ◽  
Vol 30 (1) ◽  
pp. 85
Author(s):  
Joana Amaral ◽  
Joana Cruz ◽  
Patrícia Constante ◽  
Patrícia Pinto ◽  
Marta Almeida ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Early Identification ◽  
Correlational Analysis ◽  
Written Language ◽  
Contextual Influences ◽  
Math Skills ◽  
Educational Risk ◽  
The Relationship

Tem sido amplamente relatada a importância da implementação de projetos de intervenção que facilitem o desenvolvimento de competências de linguagem oral, consciência fonológica, linguagem escrita, e matemáticas, desde a educação pré-escolar, bem como a necessidade de identificação atempada de crianças em risco educacional. Este estudo apresenta como objetivo analisar em que medida o desempenho das crianças em idade préescolar nas competências de linguagem oral, consciência fonológica e linguagem escrita está correlacionado com o desenvolvimento de competências matemáticas. Participaram no estudo 99 crianças que frequentavam a educação pré-escolar. Recorreu-se a análises correlacionais de modo a perceber a relação entre as variáveis em questão. Os resultados permitem constatar que as competências em estudo estão correlacionadas entre si, de modo estatisticamente significativo, não sendo encontradas diferenças estatisticamente significativas entre rapazes e raparigas. Estes resultados sugerem a relevância do contexto de proveniência das crianças, apresentando implicações para a avaliação psicológica e para a prática pedagógica.Palavras-chave: Competências matemáticas; Educação pré-escolar; Linguagem oral; Literacia emergente. ABSTRACTIt has been well documented the importance of the implementation of preschool interventions that facilitate the development of oral language, phonological awareness, written language and math skills, as well as the need of an early identification of children at educational risk. The aim of the present study is to examine the relationship between children’s competence in oral language, phonological awareness, written language and mathematic competencies in preschool years. A total of 99 children participated in this study. Correlational analysis was used to understand the relation between the variables in the study. The results suggest that oral language, phonological awareness, written language and mathematic competencies are correlated. No statistical differences were found among boys and girls. These findings suggest that the growth in these skills may be related to contextual influences. These findings highlighted the implications to psychological evaluation and for pedagogic practice.Keywords: Math skills; Kindergarten; Oral language; Emergent literacy

scholarly journals “Fu” and “Zhou”—A preliminary study on “language worship” and its symbolization

2021 ◽  
Vol 3 (1) ◽  
pp. 104
Author(s):  
Xinyu Yuan ◽  
Hongbo Li
Keyword(s):  
Oral Language ◽  
Written Language ◽  
Final Conclusion ◽  
Narrow Sense ◽  
Depth Probe ◽  
Preliminary Study ◽  
Relationship Of ◽  
The Relationship

The article aims to, based on the study of “Spells” (or “Fuzhou”, 符咒, including the magic figures and incantations), find out the relationship of “Fu” (符, talisman1), “Zhou” (咒, incantations)” and “language worship” (including written language and oral language). There is an in-depth probe into “language worship”, and the clarification of the term “Fu” and “Fushu” (the use of Fu), “Zhou” and “Zhoushu” (the use of Zhou), no matter in a narrow sense or a broad one. In addition, the differentiation of language, “language worship” and “Spells” has been achieved via symbols and their symbolization. The final conclusion of such study shows that language worship is the process of language symbolization, and spells, in essence, is the symbol of language.

Spreken En Schrijven Van Kinderen

2004 ◽  
Vol 72 ◽  
pp. 33-46
Author(s):  
Jan Berenst ◽  
Nynke Borst
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Language Use ◽  
Important Variable ◽  
Written Language ◽  
Written Narratives ◽  
Group Design ◽  
Written Texts ◽  
Grade 5 ◽  
The Relationship

The relationship between children's oral and written language use may be considered as one of the main issues in the study of literacy development. In this paper, the focus is on how 10-year-old children (grade 5) create a textual context in oral and written narratives for their recipients. The first aim of this research was to find out what kind of practices children use to contextualize their stories. The second aim was to compare the practices in the oral and written mode, to determine to what extent children at this age still rely on oral language practices in their written texts. A dependent group design was used to make a comparison between the practices in both conditions possible, while in both conditions the same story was retold. Results show that the children were able to contextualize their stories in the oral as well as in the written mode, but that some contextualization practices (such as the avoidance of exophoric references, and the use of dialogue) were more frequently found in the written mode of the stories. Besides, it was found that the sequence of the oral and written task was an important variable, but not in the expected way. The oral texts were influenced by the written texts (greater length, more dialogue, but also more exophoric references); the written texts, however, did not show any influence from the oral texts. The conclusion might be that we have to reconsider the relationship between children's oral and written language use at this age.

The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children

2016 ◽  
Vol 25 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Jóhanna T. Einarsdóttir ◽  
Amalía Björnsdóttir ◽  
Ingibjörg Símonardóttir
Keyword(s):  
Academic Achievement ◽  
Phonological Awareness ◽  
Oral Language ◽  
Preschool Language ◽  
Language Knowledge ◽  
Comprehension Skills ◽  
Language Assessments ◽  
And Mathematics ◽  
National Tests ◽  
The Relationship

Purpose The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Method Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development—Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18–19 years, were contacted again. Of the original 267 participants, 221 (83%) gave permission to link their results from the preschool language assessments with their performance on national tests in 4th, 7th, and 10th grades. Results The results showed strong correlation between phonological awareness (as measured by the HLJÓM-2) and academic achievement (Icelandic and mathematics) in 4th, 7th, and 10th grades. There was also a significant but lower correlation with oral comprehension skills, as measured with the TOLD-2P. Regression analysis showed that the preschool oral-language assessments in phonological awareness and oral comprehension explained between 35% and 43% of variability in scores on national tests in Icelandic and between 20% and 39% of variability in scores in mathematics. Conclusion Preschool language knowledge is a reliable predictor of later academic achievement.

Language-Based Learning Disabilities

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 179-181
Author(s):  
Pamela E. Hook
Keyword(s):  
Learning Disabilities ◽  
Language Development ◽  
Language Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Learning Disabled ◽  
Written Language ◽  
Background Information ◽  
Oral Language Development ◽  
The Relationship

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

scholarly journals Oral language, written language and language awareness

2002 ◽  
Vol 29 (2) ◽  
pp. 449-488 ◽  
Author(s):  
CHRISTOPHE PARISSE
Keyword(s):  
Oral Language ◽  
Literacy Development ◽  
Written Language ◽  
School Age ◽  
Language Awareness ◽  
Language And Literacy ◽  
Comprehensive Picture ◽  
Before School ◽  
The Relationship

Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

We Are in a Book : Using Metafictive Picture Books to Facilitate Emergent Literacy Goals

2020 ◽  
Vol 5 (5) ◽  
pp. 1120-1130
Author(s):  
Susan Hendler Lederer ◽  
Toni A. Abruzzino
Keyword(s):  
Best Practices ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Oral Language ◽  
Picture Books ◽  
Learning Opportunities ◽  
Early Language ◽  
Print Awareness ◽  
Alphabet Knowledge ◽  
Reading And Writing

Purpose Literature-based intervention is used to facilitate both early language and emergent literacy goals, which supports success in later reading and writing. Best practices in choosing picture books to facilitate specific goals are limited, but one line of research asserts that different genres align with different goals. However, metafiction is one genre that is yet to be explored as a context for facilitating emergent literacy goals. Metafiction uses a variety of devices to draw attention to itself as an artifact providing unique learning opportunities. The purposes of this clinical focus article are to (a) introduce the different devices authors use in metafictive writing, (b) correlate individual devices with specific foundational literacy goals targeted in therapy (i.e., oral language, phonological awareness, print awareness, and alphabet knowledge), and (c) provide a sample session. A variety of metafictive picture books will be offered to illustrate these connections. Conclusion Metafictive picture books provide a rich context for facilitating emergent literacy goals because of the specific devices authors use in these texts.

scholarly journals The Nature of Written Language Deficits in Children With SLI

2004 ◽  
Vol 47 (6) ◽  
pp. 1469-1483 ◽  
Author(s):  
Clare Mackie ◽  
Julie E. Dockrell
Keyword(s):  
Language Impairment ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Writing Assessment ◽  
Language Production ◽  
Written Language ◽  
Standardized Measures ◽  
Language Problems ◽  
The Relationship ◽  
Reading Decoding

Children with specific language impairment (SLI) have associated difficulties in reading decoding and reading comprehension. To date, few research studies have examined the children's written language. The aim of the present study was to (a) evaluate the nature and extent of the children's difficulties with writing and (b) investigate the relationship between oral and written language. Eleven children with SLI were identified (mean age = 11 years) and were compared with a group of children matched for chronological age (CA; mean age = 11;2 [years;months]) and language age (LA; mean CA = 7;3). All groups completed standardized measures of language production, writing, and reading decoding. The writing assessment revealed that the SLI group wrote fewer words and produced proportionately more syntax errors than the CA group, but they did not differ on a measure of content of written language or on the proportion of spelling errors. The SLI group also produced proportionately more syntax errors than the LA group. The relationships among oral language, reading, and writing differed for the 3 groups. The nature and extent of the children's written language problems are considered in the context of difficulties with spoken language.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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