CHILDREN LITERACY USING TECHNOLOGICAL RESOURCES

Abstract

This paper presents a brief report about some questions related to literacy processes and some considerations about the use of technologies and computers in scholar and literacy environments. It shows that the emergence of technological resources as an educational tool and the growing familiarization of students with them has caused teachers to try to use these alternatives as teaching instrumental. In this perspective, we carried a case study out with the main goal of identifying if the use of computers, with activities directed to the initial teaching of reading and writing, specifically of the relationship between phonemes and graphemes, could contribute, someway, with a specific group of students who had no yet obtained the alphabetic level of writing. The research was conducted, at the second semester of 2010, with a group of students enrolled at the third year of the literacy basic program. Those students had already attended the two first years of the program and, therefore, they should be consolidating the process of reading and writing, but they were still at levels lower than the expectations. The software activities have phonic, visual and articulation strategies, thus highlighting the work with some of the necessary facets to initial domain of reading and writing processes. We conclude that, when applied in a systematic way, those technological resources collaborate with the progress of students with delays in reading and writing, bringing a new way to work with those children; they are also considered a different, interesting, attractive and motivating activity and promote a more playful and meaningful way of learning, providing a literacy more consistent with the reality of twenty-first century.

Keywords: reading; writing; educational software.

DOI: http://dx.doi.org/10.14244/19827199745