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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2000-07-15
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MELO, Lélia Erbolato. Reading and writing acquisition in pre-school: some reflections. Signum: Estudos da Linguagem, [S. l.], v. 3, n. 1, p. 63–72, 2000. DOI: 10.5433/2237-4876.2000v3n1p63. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4474. Acesso em: 22 jul. 2024.
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