Linguistic Properties and Phonological Awareness Linguistic Properties and Phonological Awareness in Middle and Secondary Schooling in Middle and Secondary Schooling Adelina Castelo*, Maria João Freitas*, Inês Sim-Sim + , Fátima Miguens ♦ Research and presentation supported by grant SFRH/BD/36669/2007 & by project PTDC/LIN/68024/2006. 10th International Conference of ALA – Kassel, July 2010 *University of Lisbon / Centre of Linguistics of University of Lisbon, + Polytechnic Institute of Lisbon, ♦ New University of Lisbon
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Linguistic Properties and Phonological Awareness Linguistic Properties and Phonological Awareness
in Middle and Secondary Schoolingin Middle and Secondary Schooling
Adelina Castelo*, Maria João Freitas*,
Inês Sim-Sim+, Fátima Miguens♦
Research and presentation supported by grant SFRH/BD/36669/2007 & by project PTDC/LIN/68024/2006.
10th International Conference of ALA – Kassel, July 2010
*University of Lisbon / Centre of Linguistics of University of Lisbon, +Polytechnic Institute of Lisbon, ♦New University of Lisbon
Introduction
Literature on Phonological Awareness (PA)
Goals of this study
Hypotheses
Method
Structure of this presentation
Participants
Tasks and procedure
Data analysis
Results & Discussion
Development of PA performance (goal 1)
Impact of linguistic properties on PA performance (goal 2)
Final remarks
Literature on Phonological Awareness
▪ Research in the last 3 decades has shown a close association between the PA
and the performance of reading tasks in native and foreign language.
(e.g. Liberman et al., 1974; Morais et al., 1979; Gombert, 1990; Adams et al., 1998/2006;
.(task 3) segmentations for nasal vowels as two segments are:
- signs of phonological representations of nasal vowels as vowel+nasal
autosegment (see Mateus & Andrade, 2000) or
- evidence that the participant is using the orthographic representation of words.
▪ Hypothesis 2 is only partially confirmed.
(Hyp.2: The linguistic properties will have an impact on the performance in PA tasks.)
• Some linguistic properties have impact on the performance but not all.
• There is evidence of the interference of orthographic knowledge in the
Impact of linguistic properties on PA performance (goal 2)
Introduction MethodResults &
Discussion
Final
remarks
• There is evidence of the interference of orthographic knowledge in the
performance in PA tasks.
The use of this representation seems to block the use of phonological
knowledge in some structures tested.
Final remarks
▪ No total mastery of PA ability even after the 5th grade
▪ No progress in PA ability in a non training educational context
Introduction MethodResults &
Discussion
Final
remarks
□ Preliminary result due to the small size of each group’s sample.
▪ Influence of some linguistic properties on performance in PA tasks
Final remarks
▪ Implications
□PA training is necessary even during middle and secondary schooling,
since this ability is a component of ‘language awareness’ and several reasons
support the investment in promoting language awareness in mother tongue
education (e.g. Hudson, 2008).
Introduction MethodResults &
Discussion
Final
remarks
education (e.g. Hudson, 2008).
□The impact of linguistic properties should be taken into consideration
during the design of PA tasks.
Thank you very much!Thank you very much!
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