Assessment of the Contributions of the Phonological Consciousness in the Development of the Writing of a Student with Intellectual Disability in the First Grade of Elementary Education I

ABSTRACT:

This article aimed to investigate the progress of a student with intellectual disability in the 1st grade of Elementary School during assessments carried out before, during and after an intervention process with activities that involved phonological awareness skills for the development of writing. It was sought to make use of the precepts of the socio-historical perspective, as well as contemporary authors who have carried out studies on phonological awareness and the development of school reading and writing. A child with intellectual disability from a school in the Municipality of Recife, Pernambuco, Brazil, participated in this study. Eight diagnostic evaluations were carried out during the intervention process, when it was possible to notice advances in the child's writing, which began to internalize the abstract aspects of this activity. It was also possible to perceive a reciprocity between the acquisition of writing and the development of phonological awareness.

KEYWORDS:
Intellectual disability; Phonological awareness; Writing development