O processo de alfabetização de duas crianças: um relato de experiência sobre o acompanhamento individualizado no processo de alfabetização

Abstract

This study presents an experience report on the literacy process of children using the phonics method, supported by the educational program GraphoGame. Developed in 2023, within the Literacy and Language course, the study originated from challenges faced by children with difficulties in identifying and understanding the alphabetic writing system. The theoretical foundation is based on Reading Science, which understands literacy as the process of acquiring grapheme-phoneme relationships, an essential condition for mastering the alphabetic principle and developing autonomous reading. Authors such as Morais, Dehaene, Ehri, and Capovilla emphasize the importance of explicit and systematic instruction of these correspondences for successful literacy development. The objective was to analyze the effectiveness of the phonics method in advancing literacy through individualized support. The methodology consisted of the systematic application of the phonics method, emphasizing direct instruction of letter-sound relationships, combined with the use of GraphoGame as a pedagogical support tool. The results showed significant progress in phoneme recognition, word decoding, and the consolidation of essential reading skills. These findings support theoretical evidence that the automatization of grapheme-phoneme correspondences contributes to reading fluency and text comprehension. It is concluded that combining the phonics method with digital educational resources can significantly contribute to the development of early reading skills, especially in contexts of learning difficulties.