Aquisição da consciência fonológica e dos mecanismos de leitura e escrita: um estudo

• Autor(a) principal: Vassão, Adriane Meyer
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/27917
• topic: leitura; escrita; desempenho; correlação; consciência; fonológica; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Debates and research on literacy have become constant not only because of the importance of the theme, but also because of the constant concern about the results that tests applied in public schools from 1st to 9th grade present. Contrary to the objective for Elementary Education cit ed in our National Education Guidelines and Bases Law – LDB, which is to develop the ability to learn trough the mastery of reading, writing and calculat inf, Brazilian students results are very low. Reading and writing are essential in modern society and require specific skills that must be worked on in order for these skills to be acquired, such as phonological awareness. Studies are being conducted with the intention of searching for causes and solutions for the school failure that is more evident in the full domain of the reading and writing process. This research aimed to analyze the phonological awareness, reading and writing skills in children from 1st to 4 th, grade of elementary school in a publici school in the greater São Paulo region. For the purpose of the rearch we used phonological awareness assessment test, reading and writing. The results indicated a strong correlation between writing ability and reading ability. Reading and writing skills also showed a strong correlation with phonological awareness ability. Both writing and reading skills were correlated with phonemic and supraphonemic phonological awareness. These results highlighted the importance of phonological awareness at the beginning of writing and reading acquisition. Through the analysis of variance it was possible to observe significant differences bewtween each year performance difference according to the leve of education, suggesting that, with the school progression, there is a tendency to an improvement in the performance in the proposed tasks. In general, most of the statistically significant differences were in relation to the 1 st to 4 th grades. Research with different samples should be performed to verify 10 the difference between school years. Research suggests that helping children to clearly and consistently relate graphemes to phonemes is necessary in order for educational institutions to achieve one of their ultimate goals literacy