Reading and Writing Psychopedagogy
Cod: 11034
Department: DEED
Scientific area: Education Sciences
Total working hours: 156
Total contact time: 15

This course unit covers the relevant psychological, social and pedagogic issues for the development of the written language in the first school years. It also defines the guidelines for daily routines in different educational contexts, in order to promote reading and writing among children. Special emphasis is given to the opportunities offered by new technologies and their impact in the chidlren 's universe and interests, in order to identify its importance while developing written language skills.

  1. Written language development
  2. Pre-schooling
  3. 1st Cycle of studies
  4. Contexts and practices

• Identifying, analysing and interpreting different conceptions on written language for children in preschool and school years.
• Producing and carrying out projects that may stimulate children into learning how to read and write.

• Children conceptions on written language before they learn it.
• Psychological, social and pedagogic factors in learning the written language.
• Written language learning and development (educational methods).

Compulsory bibliography
Amante, L. (2004). Explorando as Novas Tecnologias em Contexto de Educação Pré-Escolar: A  Actividade de Escrita. Análise Psicológica,1, Série XXII.  
Martins, M. A. & Niza, I. (1998). Psicologia da Aprendizagem da Linguagem Escrita. Lisboa: Universidade Aberta.

Additional bibliography
Martins, M. A., Mata, L. & Silva, A.C. (2014). Conceptualizações sobre linguagem escrita – Percursos de investigação. Análise Psicológica, 32 (2), 135-143.
Coudry, M. I. H. & Freire F. (2008). Cérebro e linguagem em ação na sala de aula. Campinas: Cefiel-IEL/Unicamp.
Mata, L. (2008). A Descoberta da Escrita: texto de apoio para Educadores de Infância. Lisboa: Direção Geral de Inovação e Desenvolvimento Curricular.
Martins, M. A., & Castro Neves, M. (1994). Descobrindo a Linguagem Escrita. Uma experiência de aprendizagem da leitura e da escrita numa escola de intervenção prioritária. Escolar Editora: Lisboa.


Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).