Resumo

SANTOS, Janaína Schell dos; BARBY, Ana Aparecida de Oliveira Machado  e  VESTENA, Carla Luciane Blum. Phonological awareness in teaching reading to students with learning difficulties in the early years. Rev. psicopedag. [online]. 2022, vol.39, n.118, pp.14-26. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20220002.

The objective of this study was to investigate the effectiveness of the application of an intervention program in phonological awareness to five students who complained of difficulties in learning to read in the early years of elementary school in a private school in the city of Guarapuava, Paraná state, Brazil. The methodology adopted in the research was an intervention with exploratory qualitative analysis from the perspective of cognitive psychology of reading. An intervention program was applied with 40 group sessions for the 5 children lasting approximately 50 minutes each. Participants in this study received instruction in phonological awareness and reading with an emphasis on teaching the names and sounds of letters. The results obtained showed that all participants had advances in decoding, fluency, speed and understanding of reading words. These findings are in accordance with research showing that intervention programs in phonological awareness improve the reading performance of children difficulties in reading learning. It is concluded that phonological teaching with emphasis on the relationships between phonemes and graphemes can be efficient in overcoming the difficulties of learning to read and write.

Palavras-chave : Reading; Reading Comprehension; Learning Disabilities.

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