Ensino informatizado de leitura e de escrita: Atividade suplementar para alunos do 1º ano do Ensino Fundamental

• Autor(a) principal: Souza, Lorena Fernandes
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/14363
• topic: Ensino informatizado; Leitura e escrita; Alfabetização; Ensino Fundamental; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

Reading and writing skills are essential for students' progressions to acquire the contents of different school disciplines. This study aimed to evaluate the reading and writing skills of simple words (consonant-vowel words) of the students of the 1st grade of elementary school by the application of Module 1 of the Aprendendo a Ler e a Escrever em Pequenos Passos (ALEPP: Learning to Read and Spell in Small Steps). The experimental activities were conducted during the second semester of 2019 as supplementary classroom activity. Six children (three girls and three boys) participated in this study that was conducted in a public school. The selection criteria was performances equal to or lower than 60% correct answers in dictated word tasks applied in the classroom. The research was carried out at the Federal University of São Carlos in an appropriate structure for data collection. The curriculum ALEPP was compound by three teaching modules. In this research, only Module 1 was employed. This Module was teaching regular portuguese words compound by consonant-vowel (for example, bolo/cake; vaca/cow; tapete/rug). The Module 1 was compound five units and each unit was compound by steps (teaching sessions). Unit 1 was compound by five steps; Units 2, 3, and 4 by four steps, and Unit 5 by three steps. Each step teaches three words. Pre and post-tests were carried out before and after each unit. Extensive tests were carried out after Units 2 and 5. In these tests were evaluation the reading and writing words compound by syllables and letters of teaching words (for example, boca/mouth composed by syllables of bolo/cake and vaca/cow). In addition, a general test of reading and writing test (DLE) composed by 14 relationships between stimuli and stimulus-response, involving selection and execution tasks (reading, dictation, and copying) was applied before start the of Module 1 (pre-test, beginning of the second semester) and at the end of the second semester of 2019 (posttest). At the end of the research, the social validity was applied to a teacher of two students. The results showed that the majority of students improved performances in reading and writing in the posttest. Initially, students presented between 0% to 60% of correct reading and writing responses at general test (DLE). In the posttest, three students (Luana, Fernando, and Breno) presented 100% correct responses in the reading of words; one student (Amanda) presented 40% of correct responses and two (Raissa and Jonas) presented 10% of correct responses. In composition writing, Luana, Amanda, Fernando, and Breno presented above 75% of correct responses; Jonas presented 37.5% of correct responses, and Raissa presented null performance. The students acquired the ability to read with comprehension by performances in the BC and CB relations were greater than 66% of correct responses. Most participants presented the expansion of reading and writing repertoires, considering the percentage of correct responses above 70% correct responses reading and writing of words of generalization. In the social validity, the teacher noticed an improvement of the students to the classroom in activities involving reading and writing skills. The results suggest that the program can provide adequate conditions for the student to progress in the literacy process, and can be used as a complementary and/or supplementary resource to classroom teaching for students who have difficulties in reading and/or writing skills.