Contribuições do ensino fônico para a alfabetização de crianças com atrasos na aprendizagem da leitura e escrita

Abstract

Studies indicate that phonological awareness intervention programs improve the reading and writing skills of students with learning delays in these areas. Based on this observation, we developed a qualitative study, called intervention research, supported by the perspective of Cognitive Psychology of Reading. We adopted the intra-subject outline, where each child was considered as a control for their own performance. The objective was to analyze and compare the performance of five participants who underwent a systematic pedagogical intervention project in phonological awareness, for the development of reading and writing for children who have learning delays. We carried out forty group pedagogical intervention sessions in two areas, namely: phonological awareness and reading, with an emphasis on teaching the names and sounds of letters. The intervention was performed regularly during the 2019 academic year, once a week, in an elementary school room with five children aged 8 to 10 years, with learning delays. The students were in the 3rd year of Elementary School at a Municipal School in the Midwest region of Paraná. The research was developed in three stages: pre-test, post-test 1 (intervention) and post-test 2. The pedagogical intervention project was composed of activities and games, with the aim of developing reading and writing skills, analyzing the phonological aspects of the language. We investigated the dimension of reading and writing before and after the application of the intervention project, through written language activities, guided by phonic instruction, with an emphasis on teaching the names and sounds of the letters of the alphabet. With a duration of approximately 120 minutes each session. The results indicated that the systematic phonic instruction between phonemes and letters was significant to develop the ability to read and write real words of high and low frequency. The intervention was fruitful for the development of reading and writing by the five participants. Based on Ehri's theory (2013), the children were in the partial alphabetical phase at the beginning of the study. After the intervention, the group had a significant advance, which allowed them to move to the next phase, full alphabetization. Only one participant remained in the partial alphabetical phase. Through the data obtained, it was possible to verify a significant advance in reading and writing skills and phonological awareness, which allows us to conclude that the program was effective.