Learning difficulties in reading in the initial grades and intervention strategies: Analysis carried out in a 4th grade class of a Public School in the Municipality of Vitória de Santo Antão- PE

Abstract

Nowadays, it is quite common to talk about learning difficulties in the early years, as this topic has been discussed in several plenary sessions. However, the gaps are becoming increasingly evident, especially in the learning of students in public schools, where the system also allows students to move up a class due to several factors, even without the conditions to do so. Classes are more heterogeneous, and this includes several diagnoses, which are often not restricted to mental problems or disorders, but include: lack of working conditions, physical structure of the school, poor training of professionals in the area, and the cognitive and emotional difficulties of children. When we talk about children with diagnoses, today we are talking about a considerable number per class. According to Santos (2015), “Learning difficulties in reading are a problem that affects many students and has manifested itself in every educational environment. When these difficulties are not identified by educators, they become a burden on the child's school life. Therefore, when we talk about fundamental principles for the development of a child's learning, we are talking directly about reading, since it is from this that all the others will be developed. The research, analysis and intervention were carried out in this specific class, because it already had a history of several times due to its deficiency in many activities. Even though it was a class that attended school regularly, there was no significant progress on the part of the majority of students. However, students who needed specialized individual assistance in partnership with the AEE were identified and the others were encouraged to progress in different ways, always confirming everyone's commitment. In addition to intervening, it was essential to listen, to understand why the process was not moving forward, and from this, strategies for intervention were outlined. This work was carried out in a public school in the city of Vitória de Santo Antão-PE, in a 4th grade class, composed of 35 students, where they were monitored over a period of 2 months for data collection and monitoring in activities to overcome learning difficulties in reading and writing and progress in all subjects that had been extending over the years.