Resumen

MATOS, Lilian Meibach Mrandoles de; MUITANA, Gérson Obede Estevão; BRITO, Gabriel  y  SEGAMARCHI, Paula Racca. Proposal of activities to stimulate the perception of sounds and rhymes in Mozambican children. Cad. Pós-Grad. Distúrb. Desenvolv. [online]. 2020, vol.20, n.2, pp. 105-122. ISSN 1519-0307.  http://dx.doi.org/10.5935/cadernosdisturbios.v20n2p105-122.

Phonological awareness has been shown to be a strong predictor of reading in many languages. Phonological awareness is a skill that consists of manipulating speech sounds. Studies have shown that activities of this skill developed for children at preschool age are very important, because they have contributed to the best academic performance in formal education. Many activities must take place in the classroom in an intervention response model (RTI) and in a playful way, in addition to the fact that the activities can be developed taking into account the child's context and experiences, such as cultural, semantic, phonetic characteristics, games and children's stories from the region. Objective to develop a proposal for intervention in phonological awareness with an emphasis on stimulating the perception of sounds and rhymes to be applied to Mozambican preschoolers and/or firstyear students. To achieve this objective, the activities were divided into two phases: 1. development of phonological awareness activities with cultural, phonemic and vocabulary adaptations, based on Brazilian intervention manuals and books, and 2. adaptation and cultural validation of the activities developed for Mozambican children from 4 to 6 years old. 7 activities were developed and adapted to stimulate word awareness and 13 syllable awareness, emphasizing the perception of sounds and rhymes, with increasing levels of difficulty. The proposed activities develop the ability to pay attention to the sounds of speech, perception of sounds and rhymes, thereby improving and expanding the phonological awareness of Mozambican children in general and improving their academic performance in later years.

Palabras clave : Child development; Skills; Intervention; Activities; Phonological awareness.

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