Evaluation of verbal fluency as a predictor of reading and writing acquisition and initial learning.

Abstract

This study aims to investigate the relationship between Verbal Fluency and the initial development of reading and writing. Based on the premise that oral language plays a crucial role in the development of reading and writing skills, our research seeks to investigate the potential of Verbal Fluency to predict the acquisition and initial learning of reading and writing. The motivation for this study lies in the scarcity of research in Brazil that addresses Verbal Fluency as a predictor of early literacy, as well as the social importance of identifying skills that can predict success in this crucial stage of educational development. The underlying hypothesis is that Verbal Fluency is closely linked to the initial stages of learning to read and write. The specific objectives outlined include investigating phonological and semantic verbal fluency, as well as rapid automatized naming, as potential predictors of early literacy development. To support our investigations, we will utilize the Theory of Complex Adaptive Systems, which provides a robust theoretical framework for understanding the complex dynamics involved in the process of learning written language. The research structure encompassed different stages, starting with a review of the existing literature on the subject, followed by a detailed description of the adopted methodology, including participant selection, data collection instruments, and analysis procedures. Subsequently, the obtained results are presented, discussed in light of the utilized theory, and compared with previous studies. The results of this research showed that Verbal Fluency, the ability to express words fluently, is an important predictor of later reading and writing skills, with positive and statistically significant correlations, ranging from R 0.70 to R 0.56 (p < 0.05). However, its impact on predicting later performance in reading and writing decreases throughout the literacy process. These findings highlight the importance of developing oral and auditory expression in early childhood education to support academic progress.