Consciência fonológica e sua relação com a escrita: pistas de consciência fonológica da rima silábica na escrita de crianças estudantes de terceiro ano do Ensino Fundamental

Abstract

This research aims to investigate phonological awareness of syllabic rhyme and its relationship with writing, observing phonological awareness clues in writing of two groups of third year students (repeating and not repeating) of a public school in Pelotas city / RS, evaluating and comparing phonological awareness levels of these two groups. The methodology was composed of three steps: (i) application of phonological awareness test, from the CONFIAS, Phonological Consciousness Sequential Assessment Instrument (MOOJEN et al., 2003); (Ii) activity of binding the pairs of rhyming figures; (Iii) writing activity of words that rhyme alongside their respective peers. After data collection, description and analysis of the results were made in different samples. Description and analysis of the research are evaluated in the order that was made: phonological awareness test, word alloy and written word, and results of three data collection methods are analyzed individually for comparison. Description and analysis occur in light of Syllable Theory (SELKIRK, 1982) and Geometry Trace (CLEMENTS AND HUME, 1995). Regarding the application of CONFIAS, the results revealed that both groups investigated showed similar success indexes, since the difference between one group and another is not significant. Regarding the tasks of the instrument, it was observed that the subjects showed greater difficulty in the tasks related to the level of the phoneme (GOMBERT, 1992; FREITAS, 2004; SILVA and CAPELLINI, 2009, among others). Thus, tasks related to the intra-syllabic level are considered complicated for both groups. Considering the general data, in the activities of linking the pairs of syllabic rhymes with codas in /R/, /l/ and /s/, it was found that non-repeating students presented higher scores than the repeating ones. Data analysis also pointed out that there is a relationship between CF and writing acquisition, since non-repeating students showed a better performance in the CF test and a lower number of writing errors. It was concluded, therefore, that non-repeating children present higher CF performance than repeaters, as well as the fact that phonological awareness plays a fundamental role in writing learning.