Literacy for Inclusion

Abstract

The aim of this research was to identify some factors which could lead us to the understanding of some children's difficulties in the literacy process. The subjects of this research were illiterate students, attending the first years of elementary public schools. The methodological procedures were: search for theory on literacy and on the phonic methodology; a diagnosis of the literacy stage of the subjects; an intervention proposal based on the phonic methodology, implemented with playful activities and stories of children's books; investigation of other reasons, beyond the methodological ones, which could interfere in the literacy process; register of the developed activities in a diary. Among the results , we can point not only a theoretical understanding on the literacy process and its difficulties and a chart with the subjects' stages in the literacy process, but also some factors which may delay the writing acquisition process: a) indiscipline related partly on the lack of involvement in some of the developed activities; b) low self-esteem, asking for frequent reward during the activities; c) irregular frequency causing breaks in the pedagogical sequence; d)health problems; e) devaluation of reading and writing in their familiar environment, among others. The increase of the presence of the students in the second stage of the project is an indicator of a greater interest in the proposed activities, considered to be more varied and individualized, more adapted to the students' individual rhythms, and consequently, more motivating.