Intervenção fonoarticulatória em um grupo de estudantes com dificuldades na leitura e escrita
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Data
2019-06-28
Autores
Zacharias-Carolino, Aline Gasparini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa investiga a estimulação direta da consciência fonoarticulatória com um grupo de estudantes com dificuldades de aprendizagem relacionadas à leitura e escrita, pertencentes ao Ensino Fundamental da rede pública de ensino. Desse modo buscou-se explorar a produção acadêmica nacional situando o percurso histórico da alfabetização, com ênfase na metodologia fonoarticulatória, assim como identificar junto aos alunos as dificuldades e os erros mais comuns na escrita e leitura; verificar e comparar o desempenho na leitura e escrita antes e após o processo interventivo, e analisar se a metodologia adotada influencia no tempo da aprendizagem do sistema de escrita alfabético. Nesse contexto, participaram da pesquisa alunos do primeiro ciclo do Ensino Fundamental de uma escola da rede municipal da cidade de Rio Claro – SP. Metodologicamente foram aplicados instrumentos para avaliar as dificuldades na leitura e escrita em 24 alunos indicados pela equipe escolar como crianças que apresentaram dificuldades relacionadas ao processo de alfabetização, e desses, 10 foram selecionados e divididos em dois grupos. O primeiro (G1) recebeu intervenções pautadas no método fonoarticulatório, enquanto o segundo (G2) não recebeu as mesmas intervenções. Para tanto, este estudo divide-se em três etapas: levantamento inicial da leitura e escrita, intervenções, e levantamento final da leitura e escrita. A coleta de dados referente ao levantamento inicial e final foi organizada por meio de três instrumentos: Ditado – Observação Ortográfica, Provas de Avaliação dos Processos de Leitura – PROLEC, versão reduzida e, Consciência fonológica instrumento de avaliação sequencial - CONFIAS. A etapa interventiva baseou-se em atividades fonoarticulatórias. Os resultados indicam que o G1 demonstrou desempenho superior ao G2, tanto qualitativamente, quanto quantitativamente, embora a diferença quantitativa constatada por meio dos instrumentos utilizados seja baixa. De forma pontual, nesta pesquisa, a metodologia fonoarticulatória mostrou-se benéfica no trabalho com crianças que apresentam dificuldades frente ao processo de alfabetização. Ademais, a proposta metodológica por si só funcionou como uma forma de aproximar os alunos que já apresentavam resistência em relação a situações pedagógicas, por não acreditarem que seriam capazes de aprender a ler e escrever.
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.
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.
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Palavras-chave
Alfabetização, Metodologia, Leitura, Escrita, Didática, Literacy, Methodology, Reading, Writing, Didactics