PURPOSE:
to verify the influence of schooling on Phonemic Awareness and Rapid Automatized Naming, and also the possible correlation between such skills, in students from the 3rd and 4th year of elementary school.
METHODS:
as sample, this study counted on 29 students from the 3rd (Group 1) and 28 from the 4th (Group 2) year of elementary school. All the participants were selected through standardized tests to Brazilian Portuguese regarding Phonology (Oral Language) and further reading, writing and arithmetic (Written Language). To asses Phonological Awareness it was applied the second part of a Phonological Awareness Test - Consciência Fonológica - Instrumento de Avaliação Sequencial (CONFIAS); the assessment of Rapid Automatized Naming was performed by the Comprehensive Test of Phonological Processing in its Brazilian Portuguese version.
RESULTS:
students from Group 1 showed lower performance in Phonological Awareness than Group 2, however with no significant difference. In relation to Rapid Automatized Naming, the time spent to naming and also the errors pattern was similar in both groups. There was difference only in the time spent to naming and in the errors pattern of numbers.
CONCLUSION:
there is influence of schooling, even slightly, on Phonological Awareness and Rapid Automatized Naming once students from Group 2 showed best results than Group 1 in both tests. Nevertheless no significant difference was found.
Evaluation; Language; Reading; Learning; Education
