Oral and written language in the early years of schooling

From assessment to intervention

Abstract

This article seeks to highlight the need for an articulation between assessment and didactic intervention in the 1st cycle of basic education, presenting a project - PIPALE (Projeto de Intervenção Preventiva para a Aprendizagem da Leitura e da Escrita) - aimed at students attending the first two years of schooling with the purpose of improving the quality levels of learning in Portuguese, particularly with regard to learning the written language. Specifically, it is described how the results obtained through the diagnostic instrument created within this project (aimed at assessing, in a school context, competences in the areas of linguistic awareness, emergent literacy, reading and writing) allow the identification of priority areas for intervention in the learning of reading and writing and may inform classroom intervention. Examples are provided of the activities designed and implemented within the framework of PIPALE with primary and secondary school students.