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Previous issue date: 2018-03-07 / The present study investigates the relationship between writting and phonological awareness before and after applying an intervention program in ten 6-7 year-old children,, from 1st year of Elementary School (Key stage 1 Year 1), from the same classroom of a private midsize School, located in the peripheral l zone of Feira de Santana city, Bahia state, Brazil. Phonological awareness is understood to be the ability to reflect and manipulate speech sounds, at the syllable and phoneme levels. The written was analyzed according to proposed written stages by Ferreiro and Teberosky (1998) and the misspelling was evaluated according Cagliari (1997). Phonological awareness was evaluated using the ?CONFIAS test ? Sequential Evaluated Instrument of Phonological awareness? proposed by Moojen et alii (2014). The intervention program is a CONFIAS adaptation suggested by Cardoso and Capellini (2009). The goal of this research is to describe the student performance in an isolated word dictation; to analyse the performance in CF tasks; to identify used strategies from subjects in the CF tests; to compare the results before and after the intervention program application; to verify whether there is some relationship between the results of CF tests and misspelling. As theoretical contribution, mainly, the manuscripts were used by Cagliari (1997), Ferreiro and Teberosky (1998), Morais (2000), Moreira (2013), Moojen et alii (2014) and Pepe (2014). The results found even though they were literate, children still had difficulties performing the task of phonemic segmentation; the intervention contributed, above all, to the performance of the subjects in the tasks at the phonemic level; the tasks involving rhyme and segmentation of phonemes are the most complex to perform; the children use strategies in trying to achieve the CF tasks; errors of two natures were found in the word dictation data: misuse of letters and modification of the segmental structure. This research contributes tor the medical and education fields, considering that it can help rehabilitation practices from patients with language disorders or learning difficulties, especially those related to writing, to understanding the difficulties associated with phonological awareness; besides offering subsidies to teachers that work with literacy classes / O presente estudo investiga a rela??o entre a escrita e a consci?ncia fonol?gica antes e ap?s um programa de interven??o aplicado em dez crian?as, com idades entre seis e sete anos, do 1? ano do Ensino Fundamental I de uma mesma classe de um col?gio particular de m?dio porte, localizada na zona perif?rica da cidade de Feira de Santana ? BA. Entende-se como consci?ncia fonol?gica a habilidade de refletir e manipular os sons da fala, nos n?veis da s?laba e fonema. A escrita foi analisada de acordo com os est?gios de escrita propostos por Ferreiro e Teberosky (1998) e os erros ortogr?ficos avaliados conforme Cagliari (1997). Para avaliar a consc?ncia fonol?gica, foi utilizado o CONFIAS ? Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial, proposto por Moojen et al. (2014). O programa de interven??o ? uma adapta??o do CONFIAS sugerido por Cardoso e Capellini (2009). A pesquisa tem como objetivos: descrever o desempenho de escolares em um ditado de palavras isoladas; analisar o desempenho em tarefas de CF; identificar as estrat?gias utilizadas pelos sujeitos no teste de CF; comparar os resultados obtidos antes e ap?s o programa de interven??o; verificar se h? rela??o entre os resultados do teste de consci?ncia fonol?gica e os erros de ortografia. Como aporte te?rico, foram utilizados, sobretudo, os trabalhos de Cagliari (1997), Ferreiro e Teberosky (1998), Morais (2000), Moreira (2013), Moojen et al. (2014), Pepe (2014). Os resultados encontrados apontam que, mesmo alfabetizadas, as crian?as permaneciam com dificuldades em executar a tarefa de segmenta??o fon?mica; a interven??o contribuiu, sobretudo, para o desempenho dos sujeitos nas tarefas no n?vel fon?mico; as tarefas que envolvem rima e segmenta??o de fonemas s?o as mais complexas de serem executadas; as crian?as utilizam estrat?gias na tentativa de acertarem as tarefas de CF; foram encontrados, nos dados do ditado de palavras, erros de duas naturezas: uso indevido de letras e modifica??o da estrutura segmental. A pesquisa contribui para os campos m?dico e educacional, tendo em vista que pode auxiliar as pr?ticas de reabilita??o para pacientes com dist?rbios da linguagem ou dificuldades de aprendizado, sobretudo relacionados ? escrita; para o entendimento das dificuldades associadas ? consci?ncia fonol?gica; al?m de oferecer subs?dios aos professores que trabalham com turmas de alfabetiza??o
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/681 |
| Date | 07 March 2018 |
| Creators | Santana, Thayane Sampaio Campos |
| Contributors | Pepe, Vera Pedreira dos Santos |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Estudos Lingu?sticos, UEFS, Brasil, DEPARTAMENTO DE LETRAS E ARTES |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1054484950761480881, 600, 600, 600, 6451293484473876986, 7955259954785510783 |
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