Reading and writing acquisition in pre-school: some reflections
DOI:
https://doi.org/10.5433/2237-4876.2000v3n1p63Keywords:
Reading and writing acquisition, Pre-school Children.Abstract
The acquisition of reading and writing is often placed in a passionate or ideological manner, as a consequence, perhaps, of different approaches by both educators and psychologists/psycholinguists. In this work, we intend to initially offer some reflections about it as based on Gérard Chauveau et alli (1993). The goal is not to validate a specific theory, but to propose and discuss three aspects that we consider relevant to the study of the child's starting to write, as from data collected in a study with five children, aged five years, attending a nursery school at the University of Sao Paulo.
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Copyright (c) 2025 Lélia Erbolato Melo
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