Programar la leitura e la escrita: os textos as actividades, a criança e os professores

Autores

  • Ana Teberosky Departamento de Psicologia e Educação, Universidade de Barcelona

DOI:

https://doi.org/10.25757/invep.v1i1.52

Resumo

This chapter presents an experiment in the teaching and learning of the written language carried out in nursery and elementary schools in Barcelona in recent years. This experiment is based on developmental aspects interpreted from a constructivist perspective
of the learning of writing, as well as on educational aspects of requirements that should be fulfilled with regard to children’s competences concerning activities, materials and texts. The
description is complemented with contributions on the training of teachers through an activity involving reflection on these requirements.

Downloads

Não há dados estatísticos.

Referências

Auroux, S. (1994). La révolution technologique de la grammatisation. Liège: Mardaga

Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences

for young children. The Reading Teacher, 55, 10–20.

Blanche-Benveniste, C. (1998). Estudios lingüísticos sobre la relación entre oralidad y escriture.

Barcelona: Gedisa.

Blanche-Benveniste, C. y Chervel, A. (1974). L’Ortoghraphe. Paris: Maspero.

Brown, A. y Campione, J. (1990). Communities of learning and thinking, or a context by any

other name. Contributions to Human Development, 21, 108-126.

Bryant, P. y Goswami, U. (1986). Phonological awareness and learning to read. En J.R. Beech y

Colley, A.M. (eds.) Cognitive approaches to reading. London, John Wiley & Sons

Cronin, V. (2002). The syntagmatic-paradigmatic shift and reading development. Journal of Child

Language, 29, 189-204.

Ferreiro, E. (2002a). Escritura y oralidad: unidades, niveles de análisis y conciencia metalingüística.

En E. Ferreiro (Comp.) Relaciones de (in)dependencia entre oralidad y escritura (pp. 151-171).

Barcelona: Gedisa.

Ferreiro, E. (2002b). The distinction between graphic system and orthographic system and their

pertinence for understanding the acquisition of orthography. En J. Brockmeier, M. Wang & D. R.

Olson (Eds.). Literacy, narrative and culture (pp. 215-228). Richmond: Curzon Press.

Ferreiro, E y Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño. México: Siglo

XX I.

Ferreiro, E y Vernon, S. (1992). La distinción palabra/nombre en niños de 4 y 5 años. Infancia y

Aprendizaje, 58, 15-27.

Forman, G. & Hall, H. (2005). Preguntas compartidas. La importancia de la observación en la

educación de niños pequeños. ECRP, 7, 2,

Gombert, J.-E. (1990). Le développement métalinguistique. Paris: PUF.

Goody, J. (1987). The Interface between the Written and the oral. Cambridge: Cambridge University

Press.

Homer, B. & D. Olson (1999). Literacy and Children’s conception of language. Language and

Literacy, 2, 113-140.

Justice, L. & Ezell, H. (2004). Print Referencing: An Emergent Literacy Enhancement Strategy

and its Clinical Applications. Language, Speech & Hearing Services in Schools; 35, 2; 185-193.

Lee, E., N. Torrance y D. Olson (2001), Young children and the say/mean distinction: verbatim

and paraphrase recognition in narrative and nursery rhyme contexts. Journal of Child Language,28, 531-543.

Martinot, C. (2000). Étude comparative des processus de reformulations chez des enfants de 5

à 11 ans. Langages, 34, 140, 92-123.

Martinot C. (2003). Pour une linguistique de l’acquisition La reformulation: du concept

descriptif au concept explicatif. Langage & société, 2, 104, 147-151.

Meek, M. (2004). En torno a la cultura escrita. México: Fondo de Cultura Económica.

Morais, J., Alegria, J. y Content. A. (1987). The relationships between segmental analysis and

alphabetic literacy: an interactive view. Cahiers de Psychologie Cognitive, 5, 1-24.

Nelson, K. (1977). The syntagmatic-paradigmatic-shift revisited: a review of research and theory.

Psychological Bulletin, 84(1), 93-116.

Nippold, M. (1998). Later language development: the school-age and adolescent years. Austin, TX:

Pro-Ed.

Olson, D. R. (1995/91). La cultura escrita como actividad metalingüística. En D. R. Olson y N.

Torrance (Comps.). Cultura escrita y oralidad (pp. 333-358). Barcelona: Gedisa

Olson, D. R. (2009). A theory of reading/writing: from literacy to literature. Writing Systems

Research, Vol. 1, 1, 51-64.

Ong, W. (1987). Oralidad y escritura. Tecnologías de la palabra. México: Fondo de Cultura

Económica.

Poole, D. (2003). Linguistic Connections Between Co-Ocurring Speech and writing in a

Classroom Literacy Event, Discourse Processes, 35(2), 103-134.

Rey-Debove, J. (1997). Le métalangage. Paris: Armand Colin.

Sharp, D., Cole, M. & Lave, C. (1979). Education and cognitive development: the evidence from

experimental research. Monographs of the Society for Research in Child Development, 44, No.

Sepúlveda,A. & Teberosky, A. (2008). Elaboración de listas a partir de textos y de textos a partir

de listas. Una actividad para aprender lenguaje escrito. Lectura y Vida, 29 (4), 6-19.

Sepúlveda,A. & Teberosky, A. (2010). Aprender a escrever textos: o procedimento de reescrita.

Em O. costa e Souza e Adriana Cardoso (eds.). Desenvolver competêntcias em Língua (pp. 95-

. Lisboa: Edições Colibri. CIED.

Sipe, L. (2002). Talking back and taking over: Young children’s expressive engagement during

storybook read-aloud. The Reading Teacher, 55, 5, 476-483.

Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting

language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.). Beginning literacy

with language: Young children learning at home and in school (pp. 313–334). Baltimore: Brookes.

Teale, W.H. (2003). Reading aloud to young children as a classroom instructional activity: Insight

from research and practice. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books

to children: Parents and teachers (pp. 114–139). Mahwah, NJ: Erlbaum.

Teberosky, A. (2003). El uso de ’nombre’ como terminología de las unidades del lenguaje RIPLA

Rivista de psicolingüística Applicata, 3,15- 35.

Teberosky, A. & Ribera, N. (2005). La terminologie métalinguistique dans l’apprentissage du

langage écrit. Actes du colloque international «Noter pour penser» Université d’Angers

(Francia) y Universidad de Barcelona (España).

Teberosky, A. & Sepúlveda, A. (2009). El texto en la alfabetización inicial. Infancia y Aprendizaje,

, 1, 199-218.

Treiman, R. y Zukowski, A. (1991). Levels of phonological awareness. In S. Brady, & D.

Shankweiler (Eds.) Phonological processes in literacy (pp. 67-83). Hillsdale, NJ: Lawrence

Erlbaum Associates.

Vernon, S. (1998). Escritura y Conciencia fonológica en niños hispanohablantes. Infancia y

Aprendizaje, 81, 105-120.

Watson, R. (1996). Talk about text: Literate discourse and metaliterate konwledge. En K. Reeder,

Shapiro, R. Watson & H. Goelman. Eds.). Literate apprenticeships: the emergence of language

and literacy in the preeschool years, (pp. 81- 100). Norwood: Ablex.

Whitehurst, G.J., Arnold, D.S., Epstein, J.N., & Angell, A.L. (1994). A picture book reading

intervention in day care and home for children from low-income families. Developmental

Psychology, 30, 679–689.

Downloads

Publicado

31-03-2011

Como Citar

Teberosky, A. (2011). Programar la leitura e la escrita: os textos as actividades, a criança e os professores. Da Investigação às Práticas: Estudos De Natureza Educacional, 1(1), 3–20. https://doi.org/10.25757/invep.v1i1.52

Edição

Secção

Artigos