Relationships between literacy practises, children’s representations about written language and reading skills (2003-2006)

Project Leader:

Margarida Alves Martins

 

Project's Summary:

Our view of emergent literacy lays particular emphasis on the child’s active role in learning written language, but also notes that both the family and kindergarten play a fundamental part in this process. On the one hand we will thus seek to characterise literacy practises in both the latter contexts, in such a way as to identify some of the most significant features of their types, diversity and regularity. On the other we will also analyse the relationships between literacy practises and pre-school-age children’s representations about the objectives and nature of written language. In order to characterise kindergarten practises we will employ a grid that we developed in earlier studies, while for family literacy practises we will be using a questionnaire that addresses observed, shared and individual reading and writing practises. We will use a variety of tasks to characterise children’s representations about written language. We will also analyse the relative impact of these early literacy skills over the process of learning to read, using different reading measures (word recognition, reading fluency and reading understanding) in classes using different reading teaching methods.

 

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 the greatest interest to conduct research that will provide a better knowledge of the process involved in grasping and learning written language and will give us a more in-depth understanding of the relationships between literacy practises and children’s representations and knowledge. Our objectives will thus be: to characterise literacy practises both at kindergarten and in a family context, in such a way as to get to know their characteristics, diversity and potential; and to identify and study any associations between characteristics of the literacy practises adopted in these two contexts and children’s knowledge and representations about both written language itself and the process of learning it. We will also analyse the relative impact of these skills over the process of learning to read in classes using different reading teaching methods. This project will have an impact at the level of the prevention of the difficulties involved in learning written language and could provide the basis for training and intervention programmes for both teachers and other education specialists and parents.

Horários e Contactos

Dias úteis

das 9:30h às 13:30h

uipcde@ispa.pt

+351 21 881 1700/ 77