O impacto do desenvolvimento da consciência fonológica na aprendizagem da leitura de jovens e adultos

Abstract

The article presents results of a research about the infl uence of a teaching phonological awareness skills and grapheme phoneme correspondences program and its impact over adults and young people who where in diff erent stages of learning skills acquirement proposed by Linnea Ehri. Nine students, from an early literacy class at a Youth and Adult Education Center in the city of Rio do Sul – SC - Brazil, were subjects of this study. The intervention research, methodologically applied, was the application of a teaching program which aimed to contribute to the development of the aforementioned skills and knowledge, and two assessments applied at the program beginning and when fi nishing. The qualitative and quantitative analysis data results found shows that after the intervention the research subjects experienced a performance boost on phonological awareness skills, graphemes recognition and reading at all learning stages, especially those who were in transition from the partial alphabetic phase to the alphabetic phase complete. These results suggest that pedagogical practices that promote the graphophonemic correspondences and the phonological awareness development, especially phonemic awareness teaching, can be benefi cial for the reading in young people and adults in the early literacy development process