Ensino remoto de habilidades preditoras de alfabetização realizada pela família em tempos de COVID-19

Andréa Carla Machado

doi:10.51207/2179-4057.20210052

Authors

Andréa Carla Machado Centro de Pesquisa e Desenvolvimento Infantil

DOI:

https://doi.org/10.51207/2179-4057.20210052

Keywords:

Literacy, Pandemic, Intervention, Family

Abstract

The present study aimed to present the effects of a predictor skills training program for Portuguese-language literacy aiming at early intervention for children at risk of development, performed by four mother/child dyads with remote instructions during COVID-19 quarantine. Four mother-child dyads participated in this study. The children were 6 years old. The intervention program consisted of the individualized process of remote training directed at mothers, which was teaching predictors of ability: phonological working memory and metaphonological ability, alliteration. The implementation of the intervention program at home by the mothers showed that the child successfully presented the proposed resources. The results indicate that the strategies adopted online in the family context were effective and provided learning about these skills for the child. It is important to develop more programs remotely, so that telepractice can become a real possibility in the Brazilian educational context.

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Author Biography

Andréa Carla Machado, Centro de Pesquisa e Desenvolvimento Infantil

Psicopedagoga; Pós-doutoranda em Educação na Universidade Estadual Paulista, UNESP, campus Marília, SP; Pesquisadora do Centro de Pesquisa e Desenvolvimento Infantil, CPEDI.

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