The major purpose of this study is to compare the progress in the general reading ability of a group of pupils taught by the phonic method of word recognition, with the progress of a group taught by the same method plus the study of stories to determine whether the study of stories aids word recognition ability and, in turn, general reading ability.

Submitted by Rosangela Silva (rosangela.silva3@unioeste.br) on 2018-05-15T13:21:58Z No. of bitstreams: 2 Claudia Gallert.pdf: 4705585 bytes, checksum: fdacf6d62c52ee8972400b5a2387ac71 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-15T13:21:58Z (GMT). No. of bitstreams: 2 Claudia Gallert.pdf: 4705585 bytes, checksum: fdacf6d62c52ee8972400b5a2387ac71 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-05-17 / The phonic method has been presented by its proponents as a solution to eliminate the Brazilian failure of children in reading and writing, correcting problems in literacy. Understand that the literacy is not restricted to the application of a savior method teaching, learning as collateral or as an initial phase of schooling. First, it is a job with the language, and therefore, every form of forward pedagogical work for literacy is associated with a conception of language. This research has been devoted to the analysis of the activities of the Student BookLiteracy phonic: building competence in reading and writing, by Seabra Capovilla (2010), to find elements that allow to identify which language conception that supports the orientation of phonic method to literacy. The Bakhtinian perspective grounded discussion of this research on the formation of literacy as a sign and as a sphere of human activity, therefore a field ideological disputes. From there, we discussed how the relationship between teaching practice, methodological and language conception influence social relationships within the school, in the processes of teaching and learning, expressing a certain understanding of subject and society. / O método fônico vem sendo apresentado pelos seus defensores como a solução para eliminar do Brasil o fracasso das crianças na aprendizagem da leitura e da escrita, corrigindo os problemas na alfabetização. Compreendemos que a alfabetização não se restringe à aplicação de um método salvador de ensino, como garantia de aprendizagem, nem como fase inicial de escolarização. Primeiramente, trata-se de um trabalho com a linguagem, e, portanto, toda forma de encaminhar o trabalho pedagógico para alfabetização associa-se à uma concepção de linguagem. Esta pesquisa foi dedicada à análise das atividades do Livro do Aluno Alfabetização fônica: construindo competência de leitura e escrita, de Seabra e Capovilla (2010), para encontrar elementos que possibilitem identificar qual a concepção de linguagem que embasa a orientação do método fônico para a alfabetização. A perspectiva bakhtiniana fundamentou a discussão desta pesquisa, sobre a constituição da alfabetização como signo e como esfera de atividade humana, portanto, campo de disputas ideológicas. A partir daí, discutiu-se como as relações entre prática pedagógica, metodológica e concepção de linguagem condicionam as relações sociais estabelecidas na escola, nos processos de ensinos e de aprendizagem, manifestando uma determinada compreensão de sujeito e de sociedade.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Esta pesquisa tem por objetivo geral investigar a contribuiÃÃo das tÃcnicas do mÃtodo fÃnico para estÃmulo da consciÃncia fonolÃgica a fim de facilitar a aquisiÃÃo das relaÃÃes grafofÃnicas e, consequentemente, proporcionar o desenvolvimento de habilidades da leitura em alunos do 3 e 4 ano do ensino fundamental I. A principal hipÃtese à a de que o uso de tÃcnicas do mÃtodo fÃnico, se utilizadas nas mediaÃÃes durante o ensino da leitura, pode ser eficiente em auxiliar os alunos a associar os sons à grafia, descodificar vocÃbulos e atà pseudopalavras. O objetivo à elaborar e avaliar uma proposta didÃtica de atividades que pode contribuir no desenvolvimento da consciÃncia fonolÃgica a fim de auxiliar no aprendizado da leitura. Este estudo à baseado em pesquisas da neurociÃncia no processo da leitura, no ensino com o mÃtodo fÃnico e na intervenÃÃo com atividades que favoreÃam a formaÃÃo da consciÃncia fonolÃgica e facilitem a associaÃÃo das regras grafofÃnicas. Foram analisados dados de vinte e um alunos distribuÃdos em cinco turmas do terceiro e quarto ano do ensino fundamental. Os alunos fizeram um teste de leitura e um teste de consciÃncia fonolÃgica. Em seguida, os alunos do primeiro grupo participaram das mediaÃÃes para formaÃÃo da consciÃncia fonolÃgica e no segundo grupo as mediaÃÃes auxiliaram na formaÃÃo da consciÃncia fonolÃgica e associaÃÃo das regras grafofÃnicas. Jà no terceiro grupo, tambÃm denominado grupo controle, os prÃ-testes e pÃs-testes foram comparados sem a aplicaÃÃo das mediaÃÃes supracitadas. Ao tÃrmino das intervenÃÃes os testes foram reaplicados e analisados. / This research aims to investigate the contribution of techniques of the phonics method to stimulate phonological awareness in order to facilitate the acquisition of graphophone relations and, consequently, to provide the development of reading skills in 3rd and 4th year students of elementary school I The main hypothesis is that the use of techniques of the phonic method, if used in mediations during reading teaching, can be effective in helping students to associate sounds with spelling, to decode words and even pseudowords. The objective is to elaborate and evaluate a didactic proposal of activities that can contribute to the development of phonological awareness in order to assist in reading learning. This study is based on neuroscience research in the reading process, teaching with the phonics method and intervention with activities that favor the formation of phonological awareness and facilitate the association of graphophonic rules. We analyzed data from twenty-one students distributed in five classes of the third and fourth year of elementary school. Students took a reading test and a phonological awareness test. Then the students of the first group participated in the mediations to form the phonological awareness and in the second group, the mediations helped in the formation of the phonological awareness and association of the gramophone rules. In the third group, also called the control group, the pre-tests and post-tests were compared without applying the aforementioned mediations. At the end of the interventions, the tests were reapplied and analyzed.

Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die Jig daarvan van belang. Faktore wat aanleiding gegee het tot veranderende opvattinge oar die aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge. Hierdie faktore het tot die verbesondering van die Sumeriese, antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die alfabetmetode, klankmetode, globale metode, gekombineerde metode en eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke gebruik vir die aanvangsonderrig van lees en skryf. Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the optimum realization of man's potential. Research into the changing perspectives which have led to the development of beginning-teaching of reading and writing is therefore of great importance. The following factors have led to changing perspectives: the development of an alphabet, changing perspectives on the effective teaching of reading and writing as well as political, economic and societal changes. These factors contributed to the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch, English and South African education practices. Various teaching methods inter alia the alphabet, phonic, global, combined and eclectic methods have been used in the aforementioned education practices for the beginning-teaching of reading and writing. Effective beginning teaching of reading and writing determines whether the learner will be able to utilize his language skills in order to make a positive contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)