Effects of a Brief Training on Syllabic versus Phonemic Awareness in Kindergartners

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11683
Título de la obra: Stop the World I want to Get off 1 Autora: Leda Almar

Article Sidebar

PDF (Português (Brasil)) HTML (Español (España)) XML (Español (España))

Published: Apr 14, 2025
Issue: Vol. 42 No. 3 (2024): Avances en Psicología Latinoamericana 42(3)
Section Artículos


Keywords: syllabic awareness phonemic awareness emergent literacy reading writing

Main Article Content

Authors

  Danielle Andrade Silva de Castro
Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Brasil
  Sylvia Barrera
Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo, Brasil

Abstract

Phonological awareness is an important predictor of literacy; however, there is no consensus on the most relevant phonological unit (syllable or phoneme) to be developed, hypothesis that such unit varies according to the orthographic structure of the language. This study, conducted with a quasiexperimental design, aimed to compare the effects of interventions in phonemic vs. syllabic awareness, applied to 64 kindergarteners speaking Brazilian Portuguese, on phonological awareness skills, knowledge of letters, reading and writing of words. These competencies were assessed before and after the interventions, and the participants were assigned, in a balanced manner, to three groups (two intervention groups and one control group), according to their performance obtained in the pre-test. The phonemic group participated in 12 training sessions focused on phonemic awareness, the syllabic group in 12 training sessions focused on syllabic awareness, and the control group in 12 storytelling sessions. The results indicate that the phonemic and syllabic groups, compared to the control, showed statistically significant gains in phonological awareness and marginally significant gains in letter knowledge and word reading. Comparisons between the intervention groups showed superiority of the phonemic group in phonological awareness, letter knowledge and reading.

How to Cite
Andrade Silva de Castro, D., & Barrera, S. (2025). Effects of a Brief Training on Syllabic versus Phonemic Awareness in Kindergartners. Avances En Psicología Latinoamericana, 42(3). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.11683
References

Angelini, A. L., Alves, I. C. B., Custódio, E. M., Duarte, W. F., & Duarte, J. L. M. (1999). Matrizes progressivas coloridas de Raven: escala especial. Hogrefe, Centro Editor de Testes e Pesquisa em Psicologia (CETEPP).

Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14(5), 255-259. https://doi.org/10.1111/j.0963-7214.2005.00376.x DOI: https://doi.org/10.1111/j.0963-7214.2005.00376.x

Barrera, S. D., & Maluf, M. R. (2003). Consciência metalinguística e alfabetização: um estudo com crianças da primeira série do ensino fundamental. Psicologia: Reflexão e Crítica, 16(3), 491-502. https://doi.org/10.1590/S0102-79722003000300008 DOI: https://doi.org/10.1590/S0102-79722003000300008

Barrera, S. D., & Santos, M. D. (2014). Influência da consciência fonológica na aprendizagem da leitura e escrita: o que dizem as pesquisas brasileiras. In J. P. Oliveira, T. M. S. Braga, F. L. P. Viana, & A. S. Santos (Eds.), Alfabetização em países de língua portuguesa: Pesquisa e intervenção (pp. 27-42). CRV.

Barrera, S. D., & Santos, M. J. (2016). Conhecimento do nome das letras e habilidades iniciais em escrita. Boletim - Academia Paulista de Psicologia, 36(90), 1-15. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1415-711X2016000100002&lng=pt&tlng=pt

Cardoso-Martins, C., & Batista, A. (2005). O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português. Psicologia: Reflexão e Crítica, 18, 330-336. https://doi.org/10.1590/S0102-79722005000300006. DOI: https://doi.org/10.1590/S0102-79722005000300006

Casillas, A., & Goikoetxea, E. (2007) Sílaba, principio-rima y fonema como predictores de la lectura y la escritura tempranas. Infancia y Aprendizaje, 30(2), 245-259. https://doi.org/10.1174/021037007780705184 DOI: https://doi.org/10.1174/021037007780705184

Castells, N., & Solé, I. (2013). Early literacy development in Catalan: Characteristics and instructional influence. Da Investigação às Práticas: Estudos De Natureza Educacional, 3(1), 3-23. https://doi.org/10.25757/invep.v3i1.25

Chetail, F., & Mathey, S. (2009). Activation of syllable units during visual recognition of French words in Grade 2. Journal of Child Language, 36(4), 883-894. https://doi.org/10.1017/S0305000908009197 DOI: https://doi.org/10.1017/S0305000908009197

Chetail, F., & Mathey, S. (2010). A syllabary providing statistical information on phonological and orthographic syllables. Journal of Psycholinguistic Research, 39(6), 485-504. https://doi.org/10.1007/s10936-009-9146-y DOI: https://doi.org/10.1007/s10936-009-9146-y

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Lawrence Erlbaum Associates.

Colé, P., Magnan, A., & Grainger, J. (1999). Syllablesized units in visual word recognition: Evidence from skilled and beginning readers of French. Applied Psycholinguistics, 20(4), 507-532. https://doi.org/10.1017/S0142716499004038 DOI: https://doi.org/10.1017/S0142716499004038

Ehri, L. C. (1997). Sight word learning in normal readers and dyslexia. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 163-189). Lawrence Erlbaum Associates.

Ehri, L. C. (2013). O desenvolvimento da leitura imediata de palavras: fases e estudos. In M. J. Snowling, & C. Hulme (Eds.), A ciência da leitura (pp. 153-172). Penso.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21. https://doi.org/10.1080/10888438.2013.819356 DOI: https://doi.org/10.1080/10888438.2013.819356

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447. https://doi.org/10.3102/00346543071003393 DOI: https://doi.org/10.3102/00346543071003393

Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. Patterson, J. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301-330). Lawrence Erlbaum Associates. DOI: https://doi.org/10.4324/9781315108346-18

Lopes, W., & Barrera, S. D. (2019). Effects of a syllabic highlight technique in word reading of beginning readers. Estudos de Psicologia (Natal), 24(4), 349-358. http://dx.doi.org/10.22491/1678-4669.20190035 DOI: https://doi.org/10.22491/1678-4669.20190035

Martínez, N., & Goikoetxea, E. (2020). Predictors of reading and spelling words change as a function of syllabic structure in spanish. Psicología Educativa, 26, 37-48. https://doi.org/10.5093/psed2019a20 DOI: https://doi.org/10.5093/psed2019a20

Melby-Lervag, M., Lyster, S. A. H., & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322-352. https://doi.org/10.1037/a0026744 DOI: https://doi.org/10.1037/a0026744

Melo, R. B., & Correa, J. (2013). Consciência fonológica e a aprendizagem da leitura e escrita por adultos. Estudos e Pesquisas em Psicologia, 13(2), 460-479. http://pepsic.bvsalud.org/scielo.php?script=sci_abstract&pid=S1808-42812013000200005&lng=pt&nrm=iso DOI: https://doi.org/10.12957/epp.2013.8419

Moojen, S., Lamprecht, R. R., Santos, R. M., Freitas, G. M., Brodacz, R., Siqueira, M., & Guarda, E. (2003). CONFIAS — Consciência fonológica: instrumento de avaliação sequencial. Casa do Psicólogo.

Morais, J. (2014). Alfabetizar para a democracia. Penso.

Morais, J. Leite, I., & Kolinsky, R. (2013). Entre a pré-leitura e a leitura hábil: condições e patamares da aprendizagem. In M. R. Maluf, & C. Cardoso-Martins (Eds.), Alfabetização no Século XXI (pp. 17-48). Penso.

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Piasta, S. B., Phillips, B. M., Williams, J. M., Bowles, R. P., & Anthony, J. L. (2016). Measuring young children’s alphabet knowledge: Development and validation of brief letter-sound knowledge assessments. The Elementary School Journal, 116(4), 523-548. https://doi.org/10.1086/686222 DOI: https://doi.org/10.1086/686222

Sargiani, R., Ehri, L., & Maluf, M. (2018). Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers. Applied Psycholinguistics, 39(6), 1405-1437. https://doi.org/10.1017/S0142716418000371 DOI: https://doi.org/10.1017/S0142716418000371

Seabra, A. G., & Capovilla, F. C. (2010). Alfabetização: método fônico. Memnon.

Seymour, P. H. K. (2013). O desenvolvimento inicial da leitura em ortografias europeias. In M. Snowling, & C. Hulme (Eds.), A ciência da leitura (pp. 314-333). Penso

Soares, M. (2016). Alfabetização: A questão dos métodos. Contexto.

Spinillo, A. G., Mota, M. M. P. E., & Correa, J. (2010). Consciência metalinguística e compreensão de leitura: diferentes facetas de uma relação complexa. Educar, 38, 157-171. https://revistas.ufpr.br/educar/article/view/20355 DOI: https://doi.org/10.1590/S0104-40602010000300011

Ukrainetz, T. A., Janae, J. N., Wilkerson, K., & Beddes, S. R. (2011). The effects of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly, 26, 50-60. https://doi.org/10.1016/j.ecresq.2010.04.006 DOI: https://doi.org/10.1016/j.ecresq.2010.04.006

Query Statistics

Downloads

Download data is not yet available.
Publcation metrics

0




 

Crossref
Scopus
Google Scholar
Europe PMC
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Authors retain copyright and ensure the journal's right to be the first publication of the work as licensed under a Creative “Commons Attribution License” that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this journal.