Martina e a Descoberta das Letras: Intervenção para o Reconhecimento e Escrita de Letras Cursivas em Pré-escolares

Abstract

This dissertation focused on investigating the impact of the Martina and the Discovery of Letters intervention on various Emergent Literacy skills, namely print awareness, letter knowledge, and phonological awareness, in preschool children. Fifteen children aged 4 to 5 years, belonging to the same preschool class, participated in this study. The children were randomly assigned to three groups, and each group learned a different set of letters. Due to the limited number of participants, the study employed the Single Subject Design (SSD) methodology, enabling for the assessment of individual children's progress during the various phases of the intervention. The number of sessions varied from five to eight, depending on each child's progress and difficulties. The intervention was delivered through digital and paper games, with the aim of teaching children to recognize and write letters of the alphabet in cursive form, supported by a story and a user manual. The results revealed that the number of sessions required for learning did not differ significantly between the groups. In turn, the learning coefficient showed significant differences, indicatig that the typeface and its stroke had na impact on the learning process. It was also found that letter recognition and writing reinforce each other, with motivation, family involvement, and support facilitating progress.