Graphogame impact: phonemic awareness training and reading development

• Ano de defesa: 2021
• Autor(a) principal: Souza, Juliana Geizy Marques de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ESTUDOS DA LINGUAGEM
• Palavras-chave em Português: Consciência fonêmica; Aquisição da leitura; GraphoGame; Literacia emergente
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/45581

The acquisition of oral language occurs spontaneously; learning to read and write, on the other hand, is different. Children need clear and explicit instruction to fully understand and write texts (Dehaene, 2020). Researchers, such as Berg (2003), Ehri (2005) and Chappell (2009), point out that it is necessary and essential that students have developed phonological and phonemic awareness before the formal instruction of reading takes place. Due to the debate over building a bridge between neuroscience and education, numerous attempts at technological innovation and evidence-based teaching have been made; their goal is to mitigate possible developmental gaps among the students. In order to investigate the relationship between phonemic awareness training and reading fluency, we developed an experimental study with 34 preschoolers, 1st and 2nd grade children from two different private schools located in Natal-RN. The participants were 6 to 8 years old and were part of an 6-week intervention. The children were randomly assigned into 3 distinct groups: the intervention group used the educational game GraphoGame, a supporting tool that helps phonemic awareness development during emerging literacy; the active control group played Vektor, a mathematics game that does not directly impact the development of any reading competence. Both groups attended regular classes at school, those being presential or online. In all groups, tests were applied before and after the intervention in order to verify the effectiveness of using the educational game GraphoGame. Results show a positive tendency training effect on word reading accuracy of children who participated in the intervention playing GraphoGame.