Phonoarticulatory intervention in a group of students with reading and writing gaps

• Grant number: 17/03874-2
• Support Opportunities: Scholarships in Brazil - Master
• Start date: October 01, 2017
• End date: June 30, 2019
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Andreia Osti
• Grantee: Aline Gasparini Zacharias Carolino
• Host Institution: Instituto de Biociências (IB). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil

Abstract

Reading and writing are essential social acts for the full development of any individual. However, there is an increasing number of students belonging to the public school system, who present difficulties related to the literacy process. From this reality, the present project seeks to identify with a group of students that present lapses in reading and writing, what are their difficulties and the most common errors in writing. The participants will be 30 students from the first cycle of elementary education at a school in the city of Rio Claro - SP, which has low rates in large-scale evaluations, especially in reading and writing. Methodologically, instruments will be applied to evaluate the difficulties in reading and writing in 30 students. Of these, 10 will be selected and divided into two groups. The first will receive interventions based on the phonoarticulatory method, while the second will not receive the same interventions. It will be analyzed, along with the two groups, whether the phonoarticulatory intervention promoted an improvement in the general reading and writing performance of these students, evaluating reading speed, autonomy in writing and text comprehension. It is considered that this study will lead to the identification of the types of errors in the writing of students of the first cycle of the fundamental and to the understanding of the possible contributions of the use of the phonoarticulatory methodology in the pedagogical work with children that present lags in the literacy process, as well as allow to analyze if the method effectively contributes to change in reading and writing performance. (AU)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

CAROLINO, Aline Gasparini Zacharias. Intervention phonoarticulatory awareness with a group of students with learning difficulties related to reading and writing. 2019. Master's Dissertation - Universidade Estadual Paulista (Unesp). Instituto de Biociências. Rio Claro Rio Claro.