How psycholinguistic and neuroscientific knowledge can help literacy acquisition: The example of the Adult and Adolescent Literacy course of the online platform “LER”
In this article, I will illustrate a literacy course structured according to two intermediate objectives: (i) the understanding and mastery of the alphabetic principle and (ii) the use of the orthographic code in the decoding (for reading) and encoding (for writing) of words. More specifically, I wi...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade de Santa Cruz do Sul (UNISC) |
| Repositorio: | Signo (Santa Cruz do Sul. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.online.unisc.br:article/19548 |
| Acesso em linha: | https://seer.unisc.br/index.php/signo/article/view/19548 |
| Access Level: | acceso abierto |
| Palavra-chave: | literacy acquisition adult literacy phonics method aquisição da literacia alfabetização de adultos método fônico |
| Resumo: | In this article, I will illustrate a literacy course structured according to two intermediate objectives: (i) the understanding and mastery of the alphabetic principle and (ii) the use of the orthographic code in the decoding (for reading) and encoding (for writing) of words. More specifically, I will illustrate the principles underlying that course, and how they were based on scientific data that helped us develop a version of the phonic method that we call “optimized”. I will also present a 12-point summary of the basic concepts and steps of literacy progression, based on these objectives and principles. |
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