Memória de trabalho, consciência fonológica e hipótese de escrita: um estudo com alunos de pré-escola e de primeira série

• Ano de defesa: 2006
• Autor(a) principal: Gindri, Gigiane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Fonoaudiologia; UFSM; Programa de Pós-Graduação em Distúrbios da Comunicação Humana
• Palavras-chave em Português: Memória de trabalho; Consciência fonológica; Hipótese de escrita; Pré-escola; Primeira série; Working memory; Phonological awareness; Writing hypothesis; Preschool; First grade; CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/6414

This research was carried out aiming to evaluate the relationship among working memory, phonological awareness and the writing hypothesis in preschoolers and first graders. The sample was compound of 90 students belonging to state schools, distributed in seven geographical urban areas from Santa Maria/RS, who presented typical linguistic development. Forty students were preschoolers average age of six, and 50 were first graders with average age of seven. The sample was submitted to the evaluation of the abilities of working memory based on the Working Memory Model, Baddeley (2000), involving Phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version carried out by Bogossian and Santos (1977), and the Meaningless Words Memory Test carried out by Kessler (1997). Phonological awareness abilities were studied using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS) elaborated by Moojen et al. (2003), considering tasks of syllabic and phonemic awareness. The writing was featured according to the proposal of Ferreiro and Teberosky (1999). The findings were analyzed using non-parametric and parametric tests with Statistics Software SPSS 8.0. Preschoolers presented capacity of repeating sequences of 4,80 digits and 4,30 syllables. In phonological awareness, the performance in level of syllables was 19,68 and 8,58 in phoneme level. They also showed pre-syllabic writing hypothesis. On the first grade, students repeated, in average, sequences of 5,06 digits and 4,56 syllables. They presented 31,12 in phonological awareness at syllable level, and 16,18 at phoneme level. Besides, they also showed alphabetic writing hypothesis. The results show that working memory performance, phonological awareness and writing level have an inter-relation, and are related to chronological age, consequent maturity and increase in the school level.