Phonological awareness as a path to more assertive writing

Abstract

Literacy is not effectively achieved without being associated with phonological awareness; both differ in concept but are interrelated in practice (SOARES, 2003; KLEIMAN, 2003). This practice is more effective when associated with phonological awareness (FOSCARINI, 2015), since when students recognize themselves as part of the process and understand its importance, they feel active in the literacy process. The decline in results from external assessments that measure the learning level of literacy students in Brazil reveals a considerable problem: Why has literacy been ineffective in the process of acquiring reading and writing skills? This text aims to show how efficient literacy can be through the use of phonological awareness, as well as to exemplify how this process can be undertaken through the "My Garden" project in second-grade classes in Elementary School I. The methodological approach followed the proposed activities applied through the "My Garden" project. Finally, the results indicate that the acquisition of reading and writing, although both follow different courses, depends on understanding the letter/sound relationship and its multiple meanings. Thus, by manipulating sounds to enhance their text, students will make the appropriate correlation between sounds and letters in both reading and writing.