Consciência fonológica, reconhecimento de palavras e decodificação de frases: uma pesquisa quali-quantitativa com alunos do segundo ano do ensino fundamental

Abstract

Learning to read has become a major problem for literacy and literacy classes in Brazilian schools, mainly due to the high number of children who are not being able to become literate. In Brazil, the National Literacy Assessment (ANA) showed in 2014 that 55% of the children in the 3rd year of Elementary School achieved only the two lowest levels of reading. In addition, recent research (Santos e Silveira, 2015; Silva, et al, 2015; e Santos, et al, 2015) has shown that there is a high incidence of illiterate children and adolescents in the 5th, 6th and 7th years of Elementary School in Alagoas. In view of the problems presented above, there is a need for studies that are concerned with literacy and, especially, with the linguistic and cognitive issues involved in the process of learning to read, as is the case with phonological awareness. Research has demonstrated the strong relationship between phonological awareness skills and reading learning, emphasizing the need for the first one for a more effective learning (Morais, 2013, 2014, Capovilla and Capovilla, 2000; 2013; Dehaene, 2012, and Scliar-Cabral, 2012). Thus, in view of the problems presented and the studies pointed out, this master's research aimed to find out to what extent the level of phonological awareness is related to the good performance in word recognition and sentence decoding among students of two classes of the 2nd year of Elementary School in different schools (one public and the other private). For this, a correlational research was carried out, during which tests of phonological awareness skills (rhyme identification, combination of initial phonemes and syllable count, according to Adams, et al, 2006); word recognition and sentence decoding with 34 children. From the tests applied to the statistical analysis of the data, the following results were obtained: 1) public school and private school students presented similar levels in phonological awareness tests; 2) private school students performed sentences recognition and decoding tests in much less time, and 3) there was a correlation between phonological awareness levels of the children and the time taken to recognize the words and decode the phrases, confirming our hypothesis initial.