Resumen

FERREIRO, Emilia  y  ZEN, Giovana Cristina. WRITING DEVELOPMENT IN BRAZILIAN CHILDREN. Práx. Educ. [online]. 2022, vol.18, n.49, e10975.  Epub 04-Jul-2023. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v18i49.10975.

This article presents some results of a longitudinal study carried out, along 2019, with 111 children (4 to 6 years old) from the municipality of São Francisco do Conde, Bahia (Brazil). The objective was to analyze the particularities of the cognitive processes in the acquisition of the written language in Brazilian Portuguese (PB). Children were interviewed individually in two sessions with a six-month interval between them. The interview included a dictation of nine words from the same semantic field. Here, we analyze the writing and reading of the first five words. The results show the reappearance of the developmentally ordered levels of psychogenetic acquisition of early literacy previously identified in Spanish. These levels are Pre-phonetizing, Syllabic, and Alphabetic. Two intermediate periods within them are Initial Syllabic and Syllabic-Alphabetic. The results also indicate some specificities in the evolution of PB. For instance, the early use of consonant letters, with or without sound pertinency. This early use is related to a dissymmetry between five written vowels and twelve vowels in PB speech, against the relation of five to five in Spanish. This hypothesis needs further research.

Palabras clave : literacy; written language development; Portuguese written language.

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