A consciência fonológica e o ensino das relações letra-som para a compreensão do princípio alfabético: resultados de um programa de intervenção

Abstract

This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don’t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.