PURPOSE: to compare the level of phonological awareness in classes taught with phonic and syllabic methods, through the investigation of the influence of teaching methods on the development of phonological awareness. METHODS: a sample of twelve children aged seven in average, students of two private schools in Brasília, took part in the experiment. One school teaches through phonic method and the other one teaches through syllabic method. Six of the children were taught with phonic method while the other six were taught with syllabic method. All the children were submitted to the "Phonological Ability Profile" test. RESULTS: the students of both schools achieved similar scores on the test in general and on most of the sub-tests. On the sub-tests involving phoneme sums and syllable and phoneme subtractions the children taught with phonic method scored higher. On the test of phrasal segmentation, the female participants had higher scores. CONCLUSION: the participants of the two schools had similar results on the general final score of the phonological awareness test.
Learning; Education; Child Rearing; Child
