Phonological Awareness and Its Role in Literacy Development among Elementary School Children in Brazil
DOI:
https://doi.org/10.47604/ijl.2719Abstract
Purpose: The aim of the study was to analyze the phonological awareness and its role in literacy development among elementary school children in Brazil.
Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
Findings: Phonological awareness plays a crucial role in literacy development among elementary school children in Brazil, as evidenced by several key findings. It significantly correlates with early reading skills, including decoding and word recognition, fostering better comprehension abilities as children progress academically. Effective phonological awareness instruction enhances spelling and writing skills, contributing to overall language proficiency in Portuguese.
Unique Contribution to Theory, Practice and Policy: Cognitive-developmental theory (Piaget), connectionist theory (Rumelhart and McClelland) & socio-cultural theory (Vygotsky) may be used to anchor future studies on the phonological awareness and its role in literacy development among elementary school children in Brazil. Educators in Brazil should prioritize early and systematic phonological awareness instruction in literacy programs. Education policies in Brazil should advocate for comprehensive literacy frameworks that recognize phonological awareness as a foundational skill.
Downloads
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
Australian Government Department of Education, Skills and Employment. (2021). National Literacy and Numeracy Framework. Retrieved from https://www.dese.gov.au/
Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91(3), 403-414. https://doi.org/10.1037/0022-0663.91.3.403
Castles, A., & Coltheart, M. (2018). Varieties of developmental dyslexia. Cognition, 130(2), 151-179. https://doi.org/10.1016/j.cognition.2013.01.002
Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. National Governors Association Center for Best Practices. Retrieved from https://www.corestandards.org/
Department of Basic Education, Republic of South Africa. (2021). Read to Lead Campaign: Improving Literacy Outcomes. Retrieved from https://www.education.gov.za/
Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125. https://doi.org/10.1111/j.1467-9817.1995.tb00056.x
Federal Ministry of Education and Research. (2020). Education in Germany 2020: National Report to the European Commission. Retrieved from https://www.bmbf.de/
Federal Ministry of Education Nigeria. (2020). National Policy on Education. Government of Nigeria. Retrieved from https://education.gov.ng/
Government of India. (2021). Sarva Shiksha Abhiyan (SSA) Framework of Implementation. Ministry of Education, Government of India. Retrieved from https://mhrd.gov.in/
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools - A report to Carnegie Corporation of New York. Alliance for Excellent Education.
Kenya National Examination Council. (2020). Kenya Certificate of Primary Education (KCPE) Examination Reports. Retrieved from https://www.knec.ac.ke/
Lima, C. R., & Costa, F. M. (2019). Teachers' perceptions of phonological awareness instruction in Rio de Janeiro: A qualitative study. Language Teaching Research, 23(1), 78-94. https://doi.org/10.1177/1362168818774062
Ministère de l'Éducation nationale, de la Jeunesse et des Sports. (2021). National Education Priority Area Framework. Retrieved from https://www.education.gouv.fr/
Ministry of Education and Culture, Republic of Indonesia. (2020). National Movement for Literacy in Indonesia. Retrieved from https://www.kemdikbud.go.id/
Ministry of Education and Sports, Uganda. (2021). Literacy and Numeracy Achievement Program (LUNAP). Retrieved from https://www.education.go.ug/
Ministry of Education and Training, Vietnam. (2021). Comprehensive Education Reform 2021-2030. Retrieved from https://moet.gov.vn/
Ministry of Education Kenya. (2021). Competency-Based Curriculum Framework. Government of Kenya. Retrieved from https://www.education.go.ke/
Ministry of Education, Culture, Sports, Science and Technology. (2021). Annual Report on Education, Culture, Sports, Science and Technology. Government of Japan. Retrieved from https://www.mext.go.jp/en/
Ministry of Education, Ethiopia. (2016). Second Growth and Transformation Plan (GTP II) for Education Sector Development. Retrieved from https://www.moe.gov.et/
Ministry of Education, Ghana. (2020). National Literacy Acceleration Program (NALAP). Retrieved from https://www.education.gov.gh/
Ministry of Education, Science and Technology, United Republic of Tanzania. (2019). Kiswahili Literacy Initiative (KLI) Implementation Report. Retrieved from https://www.moe.go.tz/
Ministry of National Education, Colombia. (2020). National Literacy Plan. Retrieved from https://www.mineducacion.gov.co/
Ministry of National Education, Youth and Sports, France. (2020). Plan for the Prevention of Illiteracy. Retrieved from https://www.education.gouv.fr/
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
OECD. (2018). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. doi: 10.1787/5f07c754-en
Oliveira, A. P., & Silva, M. C. (2017). Phonological awareness and reading acquisition in Brazilian Portuguese: A longitudinal study. Journal of Educational Psychology, 109(3), 430-445. https://doi.org/10.1037/edu0000134
Pereira, E. S., & Almeida, L. S. (2020). Socio-economic influences on phonological awareness among rural Brazilian children. Early Childhood Education Journal, 48(2), 211-226. https://doi.org/10.1007/s10643-018-0091-7
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill.
Piaget, J. (2018). The stages of cognitive development. Routledge. https://doi.org/10.4324/9780203721854
Pratham Education Foundation. (2021). Annual Status of Education Report (ASER) 2021. Retrieved from https://www.pratham.org/
Rumelhart, D. E., & McClelland, J. L. (2020). Parallel distributed processing: Explorations in the microstructure of cognition, vol. 2. MIT Press. https://doi.org/10.7551/mitpress/14884.001.0001
Santos, A., Silva, C., & Pereira, L. (2020). Phonological awareness and literacy development: A systematic review of studies in Brazil. Brazilian Journal of Education, 25(2), 301-320. https://doi.org/10.1590/s1413-24782018250653
Santos, L. S., et al. (2018). Phonological awareness training and reading fluency in elementary education: Evidence from São Paulo. Reading Research Quarterly, 53(4), 511-527. https://doi.org/10.1002/rrq.188
Swedish Government Offices. (2018). National Reading Strategy 2018. Retrieved from https://www.government.se/
Swedish National Agency for Education. (2021). Curriculum for the Compulsory School, Preschool Class and School-Age Educare 2018. Retrieved from https://www.skolverket.se/
Vygotsky, L. S. (2019). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.4159/9780674972406
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Isabela Almeida
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
