Memória de curto prazo fonológica e consciência fonológica em escolares do Ensino Fundamental

Maria Silvia Cárnio,Laís Alves Jacinto,Aparecido José Couto Soares,Beatriz Campos Magalhães De Sá

doi:10.1590/2317-1782/20152014163

Maria Silvia Cárnio, Laís Alves Jacinto + Show 2 more

Open Access

https://doi.org/10.1590/2317-1782/20152014163

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Abstract

To characterize and compare the performance of students at the beginning and at the end of the elementary school in Short-Term Phonological Memory (STPM) and Phonological Awareness (PA). We assessed 80 students of both the genders who showed adequate linguistic and academic performance. The sample comprised 40 students in 1st grade and 40 in 5th grade from a public state school with mean age of 6.2 and 9.8 years, respectively. The STPM was assessed using a standardized test of Pseudoword Repetition. PA was assessed through a Sequential Assessment Test (CONFIAS). No difference was found between the students of 1st and 5th years in STPM both in total score and concerning the similarity of the pseudowords. Regarding PA, there was a significant difference among the percentage distribution of correct answers in syllabic and phonemic tasks, and the students from 5th grade presented better performance. At the beginning and at the end of the elementary school, there is no difference in STPM performance. On the other hand, there is difference in PA, which highlights the influence of schooling on PA development. The correlation between STPM and PA only in 5th-year students suggests that, at the beginning of literacy, STPM cannot be considered as a predictor to children's performance in PA. Nevertheless, as the schooling advances, there is influence of PA on STPM.

Highlights

Phonological Awareness (PA) is a metalinguistic skill that consists of the ability to identify, manipulate, and segment the minimum units of speech and contribute to the establishment of phoneme–grapheme association
In Short-Term Phonological Memory (STPM) test, the average of the total score among the students of 1st and 5th years were similar, with greater discrepancy observed in the pseudowords of low similarity (Table 1)
This did not occur in the pseudowords repeat test (STPM), supporting a national study[3] whose results showed that short-term memory skills and access to mental lexicon of children of the elementary school do not depend on age and education

Summary

Introduction

Phonological Awareness (PA) is a metalinguistic skill that consists of the ability to identify, manipulate, and segment the minimum units of speech and contribute to the establishment of phoneme–grapheme association. It can be analyzed in two skill levels: syllabic and phonemic[1,2]. There is a reciprocal relationship between the development of phonological awareness and the development of reading and writing. The syllabic awareness, present in preschool, is developed to the level of the phoneme, favoring the acquisition of reading and writing skills. As linguistic tasks become more complex and the reading experience increases, the skills of phonological awareness are enhanced[2,3]. The phonological system processes information verbally encoded with two components: the phonological short-term memory (phonological loop), responsible for the storage of information for a short period of time; and subvocal feedback (articulatory loop), which rescues the verbal material in decline and keeps it in memory[4], assisting in the processing and organization of language

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