Services on Demand
- Cited by Google
- Similars in SciELO
- Similars in Google
Psicologia Escolar e Educacional
Print version ISSN 1413-8557
CAPOVILLA, Alessandra Gotuzo Seabra et al. Reading strategies and writing development in the literacy acquisition. Psicol. Esc. Educ. (Impr.) [online]. 2004, vol.8, n.2, pp.189-197. ISSN 1413-8557. http://dx.doi.org/10.1590/S1413-85572004000200007.
This study aims to identify the reading strategies &– logographic, alphabetic and orthography &– used by children without reading learning difficulties manifested and the relation between the strategies and writing performance. It were evaluated 55 first class students from public school with the Prova de Escrita sob Ditado and Teste de Competência de Leitura Silenciosa &– TeCoLeSi. The results showed positive correlation between the students‘ score in Prova de Escrita sob Ditado and TeCoLeSi (r = 0,33; p = 0,028). The poor readers group was discriminated by the phonological strategy performance; the others didn‘t discriminate the groups. It‘s shows that this strategy is the more frequently used in this school stage. By this result, it‘s suggests to teach reading strategies in the beginning of the reading acquisition.
Keywords : Neuropsychological evaluation; Reading development; Reading routes.