Abordagem fônica para remediar a defasagem na aquisição de leitura e escrita: o papel da capacitação de professores

• Ano de defesa: 2012
• Autor(a) principal: Andrade, Elizabete Maria de Almeida
• Orientador(a): Macedo, Elizeu Coutinho de
• Banca de defesa: Capovilla, Alessandra Gotuzo Seabra , Nascimento, Monalisa Muniz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Leitura; Escrita; Alfabetização fônica; Formação de professores
• Palavras-chave em Inglês: Reading; Writing; Phonic literacy; Teacher training
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22499

National and international assessments show that there are many Brazilian children who have difficulties to read and write properly. Educational policies have ignored scientific studies that compare the effectiveness of literacy methods. Given this context, it is necessary to make a critical review of the National Curriculum and introduce more effective teaching methods to address or remedy delays in the development of reading and writing skills. The advantages of phonic approaches are presented in recent studies. The objective of this study was to evaluate the effect of intervention based on the phonics approach to overcoming the difficulties of reading and writing in children of basic education, through teacher training for literacy by the phonic method. 61 students in 3o and 4o grades of the public elementary school were divided into three groups: Experimental Group (EG) consisted of children with reading and writing difficulties and submitted to phonics intervention carried out by two teachers; Group of students without difficulties in reading and writing (GC1) that were not submitted to phonics intervention; Group formed by students with reading and writing (GC2), and that did not undergo intervention phonics. Participants were assessed at begin and end of year with the following tests of Reading and Writing Assessment Battery (RWAB): Picture Naming Test by choice (PNT-Choice), Word Reading Competence Test (WRCT), Picture Naming Test by Writing (PNT-Write), Reading and Sentence Comprehension Test (RSCT). In addition, comparisons were made of the level of phonological awareness (PA) and reading stages (RS) of GE participants before and after interventions. Interventions were made by GE teachers, using a software (Programa de Alfabetização Fônica Computadorizada) and phonics activities written and oral. Results showed significant improvements of GE when compared to the GC2 in all tests of RWAB. There were also significant improvements in the GE on the PA, RS, WRCT sub items and TNF Writing sub items. With respect to the groups that did not undergo intervention, GC2 remained stable without significant gains and GC1 showed significant gains between pre and post-test. These results suggest that the effect of schooling is greater for children with no difficulties with reading and writing. However, children with reading and writing difficulties have benefited from the intervention based on the phonics approach.