O trabalho com a consciência fonológica e as implicações na fase inicial do letramento

Abstract

This study is a bibliographical research that reflects on how the activities with phonological awareness, ability to reflect on the sounds of words, involving the levels, syllabic, intrassilabic and phonemic, can be addressed inside the classroom. Since this is an essential practice for children who are inserted in the initial literacy’s phase. According with research conducted, phonological awareness is seen as a precursor to reading and writing learning. Being an abilityf reflection upon sounds, manipulation and segmentation of words, the phonological awareness helps in the grapheme / phoneme relationship, an essential factor for learning reading and writing development. In this sense, the work’s main objective is reflecting about what the phonological awareness’s contributions to the learning of reading and writing of children in the initial literacy’s phase. Are for the demonstration of the exercises of phonological awareness, from the levels, three reference bases have been designated: Adams (2006), Almeida and Duarte (2003) and Ilha et al (2017). Two activities of each level, syllabic, intrassilabic and phonemic, of each author were selected for the analysis, following the age and grade criteria in which the child is inserted. The activities of the syllabic, interssilabic and phonemic levels demonstrated a significant role in the initial phase of literacy, through exercises such as synthesis, segmentation, identification of initial and final syllables, rhyming identification, manipulation and, among others, which help the child to reflect on the word and its sound structure.