Desempenho da consciência fonológica de aprendizes de segunda língua, bilíngues e monolíngues
type: CreativeWork
description: The field of reading has been studied by behavioral scientists. They are now able to predict the performance of students in terms of honological awareness, the ability to manipulate sound elements of speech. In the early years of life, children distinguish universal sounds. Before the native language stimuli, certain phonetic combinations are learned. Literacy in two languages has increased in Brazil, this is referred to as bilingualism. When the acquisition of a second language occurs outside of school, they are called L2 learners. While monolinguals only know one language. The objective of this research was to analyze the performance of phonological awareness in a bilingual school, with monolingual learners, and with L2 learners. The study was attended by 60 children of both sexes aged between 5 and 6 years. All underwent a Predictors of Reading Skills Test (Minervino et al., 2013). The hit percentage and the runtime of the subtests (alliteration, rhyme and segmentation) were analyzed. The results indicate that L2 learners perform better in alliteration and rhyme, while the bilingual students showed higher hit percentage in the segment. Through the analysis of the runtime group, we can say bilinguals were more agile in all iterate capacity and rhyme, except in the segment portion which was better performed by L2 learners. In both comparisons, monolingual participants had results below the averages of the other groups.
abstract: The field of reading has been studied by behavioral scientists. They are now able to predict the performance of students in terms of honological awareness, the ability to manipulate sound elements of speech. In the early years of life, children distinguish universal sounds. Before the native language stimuli, certain phonetic combinations are learned. Literacy in two languages has increased in Brazil, this is referred to as bilingualism. When the acquisition of a second language occurs outside of school, they are called L2 learners. While monolinguals only know one language. The objective of this research was to analyze the performance of phonological awareness in a bilingual school, with monolingual learners, and with L2 learners. The study was attended by 60 children of both sexes aged between 5 and 6 years. All underwent a Predictors of Reading Skills Test (Minervino et al., 2013). The hit percentage and the runtime of the subtests (alliteration, rhyme and segmentation) were analyzed. The results indicate that L2 learners perform better in alliteration and rhyme, while the bilingual students showed higher hit percentage in the segment. Through the analysis of the runtime group, we can say bilinguals were more agile in all iterate capacity and rhyme, except in the segment portion which was better performed by L2 learners. In both comparisons, monolingual participants had results below the averages of the other groups.
author: Enéas, Eduardo Lucas Sousa
language: pt
keywords: Leitura - sala de aula, Ensino - bilíngue, Educação infantil - consciência fonológica
date published: 2015-11-23
date modified: 2026-07-24T01:18:10Z
provider: Brazil UFPB
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Brazil UFPB