Tutoria centrada na leitura de livros: uma alternativa para alunos com dificuldade em leitura e escrita.
Resumen
Nowadays, there is considerable research into the methods and teaching strategies,
offered outside the regular classroom, to help children who are having difficulty learning
to read and write. The results of this research indicate that few of these methods and
teaching strategies result in significant and lasting effects. The method whereby the
teacher offers one-to-one tutoring to the child, based on reading story books has shown
positive effects regarding the development of reading and writing skills in children with
learning difficulties. The aim of the present work is to investigate the impact of a one-toone,
4 days per week tutoring program, based on reading and writing stories, on the
literacy skills of young children with learning difficulties. The effects were evaluated by
noting the children's performance before and after the intervention, and by comparing
their performance with that of children of average and above average performance in
the regular classroom. This research focused on four children in the 2nd year of a public
school of the city of São Carlos, who displayed lower performance in reading and
writing when compared to their classmates. These 8 year-olds were chosen on the
basis of teacher recommendation and scores obtained from the Diagnostic Survey
developed by M. Clay. The children s scores were measured before and after the
intervention. Interviews with the teachers, regarding the children's performance in the
classroom, were carried out before and after the intervention. The activities employed
during the tutoring program were: re-reading familiar stories, independent reading of the
same story the next day, the identification of single letters or words using magnetic
letters, the child making up a story with emphasis on the sounds of words, the cutting up
and reassembly of a story, the introduction and reading of a new book. In the case of
two of the children, the results showed a significant improvement in their reading and
writing skills. After the intervention, the performance of these individuals was equal to
the class average, thus enabling them to keep up with their classmates. The reading
and writing skills of the other two children also showed significant improvement, though
their performance remained below the class norm. These results clearly demonstrate
the effectiveness of reading recovery programs in improving the literacy skills of children
with learning difficulties.