O conhecimento do nome ou do som das letras como preditor de aprendizado na etapa inicial da leitura e da escrita

Abstract

This study is an experimental, longitudinal, descriptive and explanatory psycholinguistic research, qualitative-quantitative in nature. The participants were 80 students from three different public schools in Vitória da Conquista, who responded to the PROLEC instrument upon their arrival in the 1st year of elementary school, and who are in a continuous process of monitoring results with different reading and writing samples (TLE) collected over time. The central objective of this study was to analyze the possible influence of the variable “Letter-name knowledge” on reading and writing performance. The initial hypothesis was that letter-name knowledge would be a strong predictor of initial learning to read and write. The independent variable in our study is, therefore, letter-name knowledge, while the dependent variable is performance in reading and writing. To collect data, participants responded, individually, to the aforementioned tests, in rooms reserved for this purpose, in the schools where they studied. The data obtained in the research were subsequently tabulated in an Excel spreadsheet and exported to the software Jamovi, for descriptive statistical treatment and evaluation of the variable's potential predictor using Simple Linear Regression. The results suggest that the predictor variable under assessment is a strong predictor of later learning in reading and writing (R 0.635). 40% of performance in reading and writing can be explained by knowledge of the name or sound of letters when the student arrives for formal education in the literacy cycle. Furthermore, there is evidence that this variable might lose predictive potential over time.