Consciência fonológica e as relações grafofonêmicas: uma proposta para o desenvolvimento da fluência e precisão leitoras de alunos com distorção idade-série

Abstract

This work aimed to investigate aspects of phonological awareness and graphophonemic relations in the development of reading fluency and accuracy of students with age-grade distortion. The study was divided into four stages: pilot test, pre-test, intervention and post-test. A total of 94 students from the 5th grade of Elementary School I of a municipal public school in Fortaleza, CE, participated in the pilot test. From the pilot test, students with age-grade distortion were identified. Of these, 16 students formed two research groups: Study Group, GE (8 students) and Control Group GC (8 students). In order to perform the Pre-test and Post-test two instruments were used: Precision Test and Reading Fluency based on Carvalho and Pereira (2009) and a Phonological Consciousness Test: Sequential Assessment Tool - CONFIAS (MOOJEN, 2011). Deficits in reading fluency and accuracy were identified, as well as poor performance in the phonemic manipulation skills of students with age-grade distortion, with higher proportions than in students without distortion. Fifteen workshops were organized and conducted with procedures aimed at the development of phonological awareness and the explication of the graphophonemic relations to the students of the experimental group. After the workshops, the post-test was administered in order to compare the performances of the students from the experimental and control groups, reaching a reciprocal relation between the low level of phonological awareness and the low performance in reading fluency and accuracy. It was observed that the methodologies focused on the reflection of phonemic mechanisms and the explanation of the grapho-phonological relations contributed to improve reading skills of the students in the experimental group, who obtained more expressive gains in fluency, accuracy and phonological awareness than the other students. From these conclusions, a teaching proposal was elaborated with instructions of application to teachers, aiming to aid their work in the classroom. The proposal contains a sequence of 15 workshops with activities aimed at understanding the graphophonemic relations and the development of skills of phonological awareness. Its application is indicated both for students who are in the initial phase of reading acquisition as well as for students with deficits in reading fluency and accuracy.