Avaliação de modelo suplementar de ensino da leitura e escrita para escolares de risco para o fracasso acadêmico

Abstract

Reading and writing involve skills that allow the individual to interact with the linguistic code. The acquisition of predictive skills is considered fundamental for their learning. The investigation is necessary to verify teaching conditions capable of minimizing difficulties in the initial acquisition of reading and writing and to lead the learner to develop the reading and writing process. In a pilot study, an attempt was made to evaluate a teaching supplement model that adopted the Response to Intervention - RTI program, associating the paradigms of phonological awareness and stimulus equivalence in students in the initial cycle of literacy with reading and writing difficulties. A survey of the repertoire of basic skills for reading and writing of 15 first-grade students was carried out through the Early Identification of Reading Problems protocol - IPPL. According to the performance, two groups were constituted, Group A (with risk) and B (without risk). Groups A and B received intervention in layer 1 of the RTI through the Response Program to Phonological Intervention Associated with Grapheme Phoneme Correspondence with Teacher Tutoring - PRIPROF-T and Group A received intervention associated with the program Learning to Read and Write in Small Steps – ALEPP, featuring layer 2 of the RTI. After a trimester of intervention, the students exposed to the RTI model (Group A and Group B) with teaching supplementation programs achieved significant advances in their repertoire of predictive skills for reading and writing, with emphasis on Syllabic segmentation, Word production from Initial Phoneme, Phonemic Synthesis, Phonemic Analysis, Initial Phoneme Identification, and Phonological Working Memory and Word and Pseudoword Reading skills. The post-intervention academic performance assessment reached a 73% success rate. Positive results were obtained in the acquisition of predictive repertoires for the acquisition of reading and writing and a reduction in the number of students classified ¨under care¨ at risk of reading and writing difficulties, with a significant increase in the ability to read words and pseudowords. Students from Groups A and B achieved skill and/or expansion in their repertoire of words read. It was found that supplementary teaching technologies constituted a successful opportunity in supplementary teaching for children with reading and writing difficulties.