HOW DO CHILDREN TAUGHT WITH A PHONIC METHOD ANSWER TASKS WHICH EVALUATE PHONEMIC AWARENESS?

ABSTRACT: We discuss the relationships between several abilities of phonemic awareness and reading performance showed by 20 children who were concluding first grade, having understood the alphabetic principle, and who were taught with phonic methods in public schools. They answered nine phonemic awareness tasks and three reading tasks (words, phrases and text). In most phonemic awareness tasks average performance was equal or less than 60%. Children only read well in the words task and it correlated with few abilities of phonemic awareness. Qualitative analysis showed that children thought mainly about letters or syllables and hardly could pronounce phonemes. Our data question the relevance of methods of literacy teaching which emphasize the pronunciation of isolated phonemes as a requisite for the learning of reading and writing in Portuguese.

摘要：本研究探讨了20名即将完成一年级学业、已掌握字母原则（alphabetic principle）且在公立学校接受语音教学法（phonic methods）授课的儿童的多项音素意识（phonemic awareness）能力与阅读表现之间的关联。受试儿童完成了9项音素意识任务与3项阅读任务（涵盖单词、短语与文本阅读）。在多数音素意识任务中，儿童的平均正确率仅为60%及以下。儿童仅在单词阅读任务中表现优异，且该表现仅与少数音素意识能力存在关联。质性分析结果显示，儿童在任务中主要关注字母或音节，几乎无法读出单个音素。本研究数据对以读出孤立音素作为葡萄牙语读写学习必要条件的识字教学法的合理性提出了质疑。