A consciência fonológica e suas implicações na língua escrita

Abstract

The phonological awareness is the reflection about the phonological structure of the language. This perception that the letters (graphemes) represent the phonemes of lexical units implies the development of complex skills during the acquisition written language process. In this sense, our research started up from the following problem: how the immaturity in phonological awareness of students with difficulties in acquisition written language will be recovered? We had as hypothesis, the neglect of phonological awareness and the alphabetic principle in the beginning years interferes with acquisition of reading and writing, in other words, in the literacy process. Therefore, the aim of this study is verify that work with phonological awareness favors the appropriation of written language students of third grade in a public school. The corpus of this research consists of 40 texts and an analysis on dictation notebook, in the diagnostic phase; in the pedagogical intervention phase, we analyzed the phonological awareness PNAIC / UFOP notebook; and in teaching post-intervention phase an analysis in another 30 texts of 10 students of the third grade of the Municipal School José Rodrigues in Areia-PB. It was made an action research, once it turned to the intervention and effective interaction between researchers and researched. The theoretical foundation will be guided by authors: Yavas, Hernandorena & Lamprecht (1992); Simões (2006); Adams (2011); Silva (2007; 2011); Adams (2011); Stampa (2009); Queiroz and Pereira (2013); Blacksmith (1987; 2009); Teberosky (2001, 1986); Hall Jr. (1976); Adams, Foorman, Lundberg et al (2012); Gomes (2009); SCLIAR-Cabral (2013); Soares (2013) .The results showed the relevance of the work with phonological awareness to facilitate the appropriation of written language, and promote the recovery of students whom demonstrate delay in writing acquisition.