Políticas públicas de alfabetização

In the 2016 National Early Literacy Assessment (ANA) (INEP, 2017), 2,160,601 students from Brazilian public schools were evaluated at the end of the 3rd year of the Early Literacy Cycle, in reading and writing, among which only 12.99% reached the aimed level (4) in reading and only 8.28% reached the aimed level (5) in writing. However, in Lagarto city (Sergipe State), which, according to the aforementioned evaluation, had ranked last in Brazil, with only 3.02% of students at the aimed level in reading, and penultimate place in writing, with only 1.84%, things became quite different. Being taught by Scliar Early Literacy System, seventy children were reading with fluency and comprehension and, above all, with pleasure, by the end of the first year, in 2017. I analyze two documents on early literacy public policies: The final version of the Common National Curricular Base (BRAZIL, MEC 2017) and the decree 9.765 of April 11, 2019, which establishes the National Literacy Policy and Iexplain why the lack of knowledge about advances in sciences such as linguistics, psycholinguistics, neuropsychology and neuroscience leads to failure in early literacy.

Addressing African American English in Early Literacy Assessment and Instruction

Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.