Programa de intervenção em consciência fonológica: análise em crianças do ensino fundamental

Abstract

The relation between phonological awareness and the initial process for the acquisition of reading, and writing right after, has been subject of study in professional and scientific field. Therefore, the current research comes from two studies, namely: (I) Phonological awareness and reading: a systematic analysis of the literature; (II) intervention program analysis in phonological awareness. In the first study was conducted a systematic analysis of articles about phonological awareness and its relation with reading. For this, 24 articles of databases Scielo and Lilacs were selected in Portuguese in the last 14 years, except for 2002 and 2003. The results showed a strong relation between phonological awareness and reading. In the second one, a field research was conducted among 25 students from 1 st to the 2 nd year of elementary school. The instruments used were: TCLPP, THPL and educational activities. The objective was to evaluate students of 1 st year who had lower performance in phonological activities, proposing to intensify the use of phonological intervention program in the 2 nd year, in order to remedy and/or decrease the found difficulty to subserve the reader acquisition. The results revealed a significant advance in the development of valued skills. It concludes that it is important to outline intervention program projects in phonological awareness aiming to develop the skills, which support learning in the early stages of reading and writing acquisition.