Resumen

MARTINS, Margarida Alves; MATA, Lourdes  y  SILVA, Cristina. Conceptualizações sobre linguagem escrita: Percursos de investigação. Aná. Psicológica [online]. 2014, vol.32, n.2, pp.135-143. ISSN 0870-8231.  https://doi.org/10.14417/ap.841.

This article reviews a number of studies on children’s writing prior to formal education and on family literacy. The structural point of view of Ferreiro (1988) that preschool children’s writing evolves in a linear way from a first phase where writing does not take linguistic segments into account to a last phase of alphabetic writing, is contradicted by studies that show the heterogeneity of children’s paths towards the understanding of the alphabetic principle. Regarding family literacy, the article highlights the heterogeneity of family practices and of their frequency, heterogeneity that is linked to different conceptions of the role of parents in children’s literacy development. These studies show the importance of story reading for the development of children’s literacy skills. The article also presents a set of studies in which writing programmes were developed with preschool-age children to improve the quality of their writing. These programmes, applied individually or in groups, demonstrated that, at the post-test moment, children are able to use more correct letters in their writing and that they transfer these skills to word reading. In addition, these programmes lead to progress in phonological awareness, particularly in phonemic awareness.

Palabras clave : Conceptualizations; Family literacy; Writing programmes; Preschool-age.

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