Intervenções em habilidades fonológicas auxiliam leitura e matemática? : um estudo com o aplicativo GraphoGame

Abstract

Due to the COVID-19 pandemic, there was a significant delay in learning reading and mathematics, as a result of school closures and social isolation. There are skills that are shared for the performance of tasks in both these areas, and that together make up phonological processing. Phonological processing is responsible for the acquisition and transformation of oral and written language, but it is also necessary for performing mathematical tasks. And there is already behavioral and neural evidence supporting this relationship. In order to learn phonological skills, it is necessary to carry out a systematic and phonic methodology, approaching the relationships between letters and their respective sounds, and successively progressing to the reading of words and phrases. It is possible that traditional learning in the classroom is not as efficient, and with the advancement of technology, new tools can be used to teach the phonic method. The GraphoGame application was created as a method to aid and promote phonological skills in children, promoting training in connecting written language with the corresponding sounds of oral language. The game is based on and structured based on the phonic method, starting with correspondences between letter graphemes and phonemes, and advancing to syllables, words and phrases. Children play by informing the letter, syllable or word that corresponds to the sound heard by them. Previous evidence points to GraphoGame as a useful support tool for literacy and phonological skills. However, few studies have been carried out with older children, who had to interrupt their learning due to the pandemic. In addition, it is worth investigating whether assistance with phonological skills can improve performance in mathematical tasks that require phonological processing. Thus, this master's thesis is composed of an empirical article that seeks to investigate whether the intervention with GraphoGame in children of the 4th year of Elementary School can be a useful tool in the development of reading, phonological and mathematics skills. For this, a quasi-experimental and longitudinal study was carried out, with pre and post intervention evaluation with the GraphoGame application. Comparing pre and post intervention, no significant results were found using GraphoGame. However, it is possible that some limitations in the choice of sample have influenced these findings. The methodology and results will be better discussed in the empirical article section.