Implicações das neurociências na aprendizagem da leitura na pré-escola

Abstract

Although the reading proficiency indices of Brazilian students are not encouraging, there is little research in the country that deals specifically with reading. Furthermore, the use of outdated literacy methods is insisted on, which contributes to keeping the situation as it is or worsening it. In this sense, this study verifies the efficiency of the phonic method in learning to read in pre-school children, based on neuroscience findings.Two classes of pre-schoolers were literate through a variation of the phonic method, based on training offered to teachers. The work is carried out with 16 children aged between 4y6m11d and 5y6m11d in pre-school 1, and those of pre-school 2, between 5y6m21d and 6y3m23d. First, a test is carried out to assess whether the children already know how to speak all the sounds of Brazilian Portuguese. Meetings with students last 20 to 30 minutes a week, and all the letters of Portuguese are taught and 3 tests are performed. Part of the methodology for teaching reading is: working only with capital letters and with reading, without writing; not having activity at home; read if you like; not writing (students) in meetings; participate if you want; take the assessment if you want; not take note. Varied, adapted and created materials are used. The assessment of learning to read is longitudinal, carried out in 3 stages, with the aid of a computational environment, the learning of reading was analyzed, with different levels of difficulties. Thus, it is possible to observe the development of reading in the child, through the reading of words and non-words, until the end of the process. Each phase is composed of the groups of letters learned so far. At the end of the classes and the 3 tests, it is observed that all children had some positive result in relation to the reading of phonemes, syllables and words, none of them had 0% success. In the general context of students, in phase 1, students read 11.5 of 13 phonemes, 13.7 of 29 syllables, 6.31 of 16 words. In phase 2, they read 6.31 of 8 phonemes, 22 of 33 syllables and 8.43 of 16 words. In phase 3, they read 9.93 of 12 phonemes, 19.81 of 34 syllables and 7.75 of 16 words. Some children had increasing results, starting in phase 1, with low results, but towards the end of phase 3, with better results, such as a leap in learning. Since all children learned to read, it can be said that phonological awareness emerges before the age of 5, because of this, children under 5 years of age have already been able to read.