Teachers’ perception of phonic-based educational intervention

Abstract

In addition to mastering phonological awareness skills, learning to read and write requires the development of other skills, such as visual, auditory and phonological processing. Such skills must be known by the literacy teacher, as he needs to recognize children with difficul-ties in the literacy process, and seek cognitive-linguistic strategies for them to advance. Purpose: To unveil the perception of teachers about phonics-based educational intervention aimed at facilitating the initial learning of reading and writing. Methods: This is a longitudinal intervention study carried out with two teachers from the 2nd year of elementary school I of a public school in the city of Recife, Pernambuco state. Both participated in an educational intervention carried out with their class, in 12 meetings. At the end of each meeting, the teachers answered three guiding questions about the activities carried out. Results: Content analysis allowed the identification of four thematic categories: 1- Literacy challenges; 2- Facilitating strategies for learning to read and write; 3- Contributions of the intervention to the literacy process; 4- Contributions of the intervention to identify children at risk for learning disabilities. Con-clusion: According to the teachers, the intervention was positive, contributed to the process of facilitating learning and enabled the early identification of students at risk for learning disorders, being important the deve-lopment of phonics-based intervention studies to help practice teacher in the literacy cycle.