Estratégias didáticas para a aprendizagem da leitura e escrita nos anos iniciais do ensino fundamental: uma revisão sistemática
International Journal of Development Research
Estratégias didáticas para a aprendizagem da leitura e escrita nos anos iniciais do ensino fundamental: uma revisão sistemática
Received 19th August, 2022 Received in revised form 10th August, 2022 Accepted 29th September, 2022 Published online 30th September, 2022
Copyright © 2022, Maria do Carmo Vieira Camilo Freire et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Objective: To carry out an systematic literature review to understand the methodological strategies for didactic interventions that facilitate the child's entry into reading and writing learning in the early years of elementary school. Materials and Methods: It was carried out a literature survey in the CAPES Periodicals and Google Academic databases in August 2021. Thus, it was selected 09 papers and included according to the eligibility criteria. Results: So, 55.5% of the papers approached the importance of working on reading and writing through the stimulation of linguistic skills focused on the areas of phonetics and phonology, 10% revealed that reading and writing literacy writing should also be focused on literacy. Conclusion: The methodological strategies for didactic interventions are to stimulate phonological awareness skills linked to initial reading interventions with different textual genres, reading in voice, explicit instruction and graph phonemic correspondence.
