Literacy Practices and Written Language Acquisition

Reaserch Team:

Margarida Alves Martins (Project Leader)
Ana Cristina Silva
Lourdes Mata
Ana Isabel Santos
Carla Lourenço
Dominique Bina
Maria Inês Horta Martins
Marta Sousa
Miguel Mata Pereira
Sandra Farropas
Tiago Almeida

 

Project's Summary:

The interactions with significant people about reading and writing have a great impact on children’s literacy development. In previous research we showed that family and kindergarten literacy practises play a fundamental part in this process. We will take a more in-depth look at some of the family and pedagogical practises that appeared to favour the development of pre-school-age children’s conceptualisations about the objectives and nature of written language, and assess the relative impact of these early literacy skills over the process of learning to read.
In previous research we have also shown that spelling programmes designed to make pre-school-children think about the rules of writing foster the use of conventional letters to represent the sounds of speech. We will take a more in-depth look at the features of these programmes, namely, the role played by the “instructions”, the position of target phonemes, their articulatory properties and the names/sounds of the letters used. Various studies have shown that text revision fosters the quality of written texts promoting a better knowledge and use of orthographic, morphosyntatic and semantic rules in pre-adolescents and adolescents. We will analyse the impact of text revision on the development of writing during the initial years of schooling.

 

Project’s aims:

In the light of recent studies that have demonstrated the existence of low levels of literacy among the Portuguese population, it is of great interest to conduct research that will provide a better knowledge of the process involved in learning written language. We will analyse:
1.The relationships between literacy practises developed in kindergartens and children’s conceptualisations of the functions and nature of written language, their motivation towards reading and their phonological awareness.
2.The impact of the skills mentioned above over the process of learning to read in classes using different reading teaching methods.
3.The impact of family literacy practises, namely story reading, on children’s reading skills and reading motivation.
4.The impact of different writing programmes designed to improve pre-school-children’s thinking about the relations between speech and print, on the evolution of the use of conventional letters in their invented spellings. We will analyse the role played by the “instructions” used in these programmes, the position of target phonemes, their articulatory properties and the names/sounds of the letters used.
5.The impact of writing and spelling programmes, designed to improve school-age-children’s thinking about the rules of writing and spelling, on the development of children’s textual and orthographic skills.

Horários e Contactos

Dias úteis

das 9:30h às 13:30h

uipcde@ispa.pt

+351 21 881 1700/ 77