Intervention phonoarticulatory awareness with a group of students with learning difficulties related to reading and writing

Author(s)

Aline Gasparini Zacharias Carolino

• Document type: Master's Dissertation
• Press: Rio Claro. 2019-08-19.
• Institution: Universidade Estadual Paulista (Unesp). Instituto de Biociências. Rio Claro
• Defense date: 2019-06-28
• Advisor: Andreia Osti

Abstract

This research investigates the direct stimulation of phonoarticulatory awareness with a group of students with learning difficulties related to reading and writing, from the Elementary School of the public school system. Thus, we sought to explore the national academic production by situating the historical path of literacy, with emphasis on the phonoarticulatory methodology, as well as identifying along with students the most common difficulties and errors in writing and reading; verifying and comparing reading and writing performance before and after the intervention process, and analyzing if the adopted methodology influences the learning time of the alphabetic writing system. In this context, students from the first cycle of elementary school of a municipal school in Rio Claro - SP participated in the research. Methodologically, instruments were applied to evaluate reading and writing difficulties in 24 students indicated by the school team as children who presented difficulties related to the literacy process, and among them, 10 were selected and divided into two groups. The first (G1) received interventions based on the phonoarticulatory method, while the second (G2) did not receive the same interventions. Therefore, this study is divided into three stages: initial reading and writing survey, interventions, and final reading and writing survey. Data collection related to the initial and final survey was organized through three instruments: Dictation - Spelling Observation, Reading Processes Assessment Tests – “PROLEC”, reduced version and, Phonological Awareness sequential assessment instrument – “CONFIAS”. The interventional stage was based on phonoarticulatory activities. The results indicate that G1 showed superior performance to G2, both qualitatively and quantitatively, although the quantitative difference, found through the instruments used, is low. Punctually, in this research, the phonoarticulatory methodology proved to be beneficial in working with children who have difficulties facing the literacy process. In addition, the methodological proposal alone worked as a way to bring students who were already showing resistance in pedagogical situations closer, because they did not believe they would be able to learn to read and write. (AU)

• FAPESP's process: 17/03874-2 - Phonoarticulatory intervention in a group of students with reading and writing gaps
• Grantee: Aline Gasparini Zacharias Carolino
• Support Opportunities: Scholarships in Brazil - Master