O papel da consciência fonológica no desenvolvimento da escrita: uma proposta para o trabalho com dificuldades ortográficas

Abstract

The present work is the result of a bibliographical research that aims to discuss the role of phonological awareness for the development of writing. From this reflection, a didactic proposal was elaborated for the work with orthographic difficulties in the classroom of the initial years of Elementary School I, in the processes of literacy. With regard to the appropriation of writing, many studies such as those developed by Santos (2011), Freitas (2007), Cagliari and Massini-Cagliari (1999) describe evidence as to the importance established between the recognition of the sound units of a language for the learning of reading and writing skills. With the intent of bringing a the oretical reflection on the role of phonological awareness in the development of writing and also the proposal of activities focused on this work, the qualitative research, includes bibliographic review and activities proposed from the textual genres rhymed history and poem, directed to students of the second year of Elementary School I. Considering the proposal of this study, which was to offer activities that assist in the work of teacher to reduce the orthographic difficulties of your students, the most directly explored activities include: sensitivity to rhymes and alliterations, syllabic segmentation, manipulation of phonemes (initials, medial and finals), formation of a new words through the addition and exclusion of phonemes.