READING COMPETENCE AND PHONOLOGICAL DEVELOPMENT: ANALYSIS OF PERFORMANCE IN WORDS AND PSEUDOWORDS AMONG SCHOOLCHILDREN FROM AMAPA

Abstract

This study evaluated the reading competence of words and pseudowords in 290 elementary school students from a public school in Macapá, using the Test of Reading Competence for Words and Pseudowords (TCLPP). The research analyzed the performance of participants in different reading categories, such as regular and irregular words and pseudowords, considering the variables gender, age and school year. Through descriptive and inferential analyses, Student's t-test and ANOVA were applied, followed by Tukey's test to identify groups with significant differences in the means. The results revealed that age and school progression positively influence student performance. However, more complex categories, such as homophone pseudowords and those with phonological changes, presented greater difficulty, suggesting challenges in the use of phonological and lexical routes. The study highlights the importance of pedagogical interventions to improve both phonological and lexical routes, especially in the early school years. Limitations include the localized sample and the lack of analysis of external factors, such as emotional and social aspects. Despite this, the findings reinforce the need for targeted educational strategies, promoting more fluent and comprehensive reading to improve literacy skills. The findings reinforce the importance of pedagogical interventions that develop both the phonological and lexical pathways, especially in the early school years. The study provides support for the formulation of more effective educational strategies, aimed at improving reading and writing skills. Future research with larger and more diverse samples is recommended to deepen the understanding of the development of reading skills throughout the literacy process.