Abstract:
PURPOSE:
to investigate the relation between phonological development and writing initial learning in different socio-educational settings.
METHODS:
survey was held in a nursery, a municipal school and a private school, totaling 100 children, between 2:0 and 6:11 years old. In order to perform phonological assessment, the Phonological Assessment Test was carried out. In order to assess reading, Rapid Serial Naming was applied. In order to assess writing, an activity roadmap was proposed, such as dictated words and phrases.
RESULTS:
it was observed that some phonological processes had a positive correlation with Rapid Serial Naming. This task also was positively correlated with writing and age. That is, the better the performance in Rapid Serial Naming, the more advanced they were in writing and age. It was also observed that private school children showed better performance in writing and Naming.
CONCLUSION:
from these data, it was observed that there is a relation between phonological development and initial reading and writing learning, as phonological processes overcoming was related to Naming and writing in children aged 2:0 to 6:11 years. It is believed that these findings may be related to socio-educational aspects.
Keywords:
Language; Reading; Language Development; Child; Preschool
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