Resumo

SALVADOR, Liliana  e  MARTINS, Margarida Alves. Práticas de literacia familiar, competências linguísticas e desempenho em leitura no primeiro ano de escolaridade. Aná. Psicológica [online]. 2017, vol.35, n.1, pp.1-12. ISSN 0870-8231.  https://doi.org/10.14417/ap.1172.

Our aim was to analyze how family literacy practices as well as psycholinguistic variables are related to reading acquisition in two different moments - in the beginning of the first grade and at the end -, ascertaining which practices and/or variables are its best predictors. Participants were 74 first grade children of three schools in the Lisbon region. Data on phonological awareness, letter knowledge, initial reading of words and family literacy practices were collected at the end of the 1^st period and final reading of words at the end of the school year. We performed hierarchical regression analysis and the results obtained show that: (a) literacy knowledge, phonemic awareness and parental entertainment literacy practices predict initial reading; (b) initial reading and letter knowledge are the variables that best predict final reading. These results allow us to determine not only which abilities have greater impact on reading acquisition, but also understand that there is great complexity in the relationship between reading acquisition and, simultaneously, psycholinguistic variables and type of parental involvement.

Palavras-chave : Family literacy practices; Reading; Psycholinguistic abilities; First grade.

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