Habilidades fonológicas no primeiro, segundo e terceiro ciclos do ensino fundamental

Abstract

Studies prove the importance of phonological processing skills in the development of learning, especially in the 1st and 2nd cycle of elementary school. The aim of this study is to analyze the correlations between phonological skills, that is, phonological awareness, working memory and lexical access in students from the 1st, 4th and 7th grades of elementary school. The study started with the collection of data from 41 children, in the 1st year of elementary school at CAp-UFRJ, with a mean age of 6 years and 5 months, ranging from 6 years to 6 years and 11 months. The class was evaluated as a whole until the 7th year of elementary school, without any exclusion or inclusion criteria. Phonological awareness, working memory and lexical access were assessed using standardized tests. For a statistical analysis of the data, a Pearson correlation was performed between the variables involved, using the result of the average of the Non-Word Repetition, Digit Span, Phonological Awareness and Rapid Automated Naming tasks. In the 1st year of elementary school the phonological awareness stood out faster, in the 4th year the working memory, in the 7th year, rapid automated naming. This finding makes it possible to assist the learning process in children, emphasizing phonological qualifications that better aid learning in a given school year.