TEACHING PROJECT FOR 6TH AND 7TH GRADES: DEVELOPING AUTOMATICITY IN DECODING

Abstract

Remote teaching as a result of the Covid-19 pandemic aggravated several stages in the teaching-learning process, which could be proven by detecting reading difficulties in students in the final years of elementary school. This work is the result of the project “Literacy in Portuguese: between readings and writings” developed, in the 2nd semester of 2022, at the College of Application of the Federal University of Sergipe (CODAP-UFS), with 6th and 7th year students who performed in reading incompatible with the current grade, identified in diagnostic tests of fluency in oral reading and reading comprehension. As a reference, it relied on the results of a diagnostic evaluation carried out in this school context (AUTOR, 2018; AUTOR; FREITAG, 2019; AUTOR; SANTOS; CRUZ, 2019; AUTOR; SANTOS, 2022) and which pointed out new challenges for teachers to work on reading competence in the collective context, paying attention to individualized to students with more compromised performance. The objective of this project was to promote workshops in the opposite shift to regular classes to develop reading and writing skills. 21 students participated, organized into two groups, accompanied by undergraduates of Literature. We will present the results of group 1 which assisted 4 students, who were people with disabilities (PwD), to develop automaticity in decoding. The didactic material of the workshops was built collectively in order to develop the practice of reading aloud and writing, taking the text as the guiding center of planning and meeting well-defined objectives, organized in order of cognitive complexity of learning objectives (AUTOR; BISPO, 2019). As a way of presenting the project's results to the school community, a culminating event was held with the presentation of works produced in the workshops.