The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of...

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Autores principales:	Lurdes Veríssimo, Marisa Costa, Francisca Miranda, Catarina Pontes, Isabel Castro
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	phonological awareness learning disabilities pre-school primary school prevention Education (General) L7-991
Acceso en línea:	https://doaj.org/article/9bdc40ed4fe344e3bec01a007c00ca4a
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spelling	oai:doaj.org-article:9bdc40ed4fe344e3bec01a007c00ca4a2021-11-15T06:54:03ZThe Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers2504-284X10.3389/feduc.2021.750328https://doaj.org/article/9bdc40ed4fe344e3bec01a007c00ca4a2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.750328/fullhttps://doaj.org/toc/2504-284XThere is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers’ attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties’ prevention in contexts facing multiple vulnerabilities.Lurdes VeríssimoLurdes VeríssimoMarisa CostaMarisa CostaFrancisca MirandaCatarina PontesIsabel CastroFrontiers Media S.A.articlephonological awarenesslearning disabilitiespre-schoolprimary schoolpreventionEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	phonological awareness learning disabilities pre-school primary school prevention Education (General) L7-991
spellingShingle	phonological awareness learning disabilities pre-school primary school prevention Education (General) L7-991 Lurdes Veríssimo Lurdes Veríssimo Marisa Costa Marisa Costa Francisca Miranda Catarina Pontes Isabel Castro The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
description	There is robust empirical evidence regarding predictors of success in reading and writing. However, pre-school and primary teachers are not always aware of this evidence and often do not know how to apply it in practice. Considering the importance of the role of these teachers and the importance of early school years in preventing learning difficulties, it is essential to study teachers’ attitudes, knowledge, and strategies for improving educational processes toward successful development of literacy skills. Particularly, recognizing the impact of phonological awareness on the development of reading skills, this study has two main research questions: What is the importance pre-school and primary teachers attribute to the promotion of phonological awareness? and Which strategies for promoting phonological awareness do they apply in their professional practice? This qualitative study includes individual interviews with 10 pre-school and primary teachers, seeking to understand the perspective of each participant about phonological awareness, its importance, and implementation in practice. Data were collected in a context of great adversity (e.g., child maltreatment, early life stress). The results reveal that both pre-school and primary teachers recognized the relevance of phonological awareness among other pre-academic skills. Regarding the activities teachers implement, in their perspective, the playfulness seems to better result to stimulate this specific skill. Preschool teachers tend to focus on the dynamics that promote syllabic, intrasyllabic and phonemic awareness. Despite recognizing the gaps in phonological awareness in the first graders, primary teachers seem not to prioritize activities that stimulate and consolidate this skill, privileging the fluency and comprehension processes. The collaborative work between professionals was highlighted as very important to optimize the stimulation phonological awareness as well as facing other learning difficulties teachers find in this context. The results are discussed considering the role of pre-school teachers and primary teachers in reading difficulties’ prevention in contexts facing multiple vulnerabilities.
format	article
author	Lurdes Veríssimo Lurdes Veríssimo Marisa Costa Marisa Costa Francisca Miranda Catarina Pontes Isabel Castro
author_facet	Lurdes Veríssimo Lurdes Veríssimo Marisa Costa Marisa Costa Francisca Miranda Catarina Pontes Isabel Castro
author_sort	Lurdes Veríssimo
title	The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
title_short	The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
title_full	The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
title_fullStr	The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
title_full_unstemmed	The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers
title_sort	importance of phonological awareness in learning disabilities’ prevention: perspectives of pre-school and primary teachers
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/9bdc40ed4fe344e3bec01a007c00ca4a
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The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers

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