Alphabetic principle and phonological awareness: importants factors on reading time of the childrens during reading learning

Abstract

The study is the reading time non-words and reading and understanding the sentences of two groups of children literate by different methodological approaches. Group A was literate with explicit principle of alphabetical and activities of phonological awareness and the Group B without explicit principle of alphabetical, only the name of the letters, and without the use of phonological awareness activities. Both the reading of nonwords like in the reading and understanding of the phrases Group A received minor stroke, revealing that the explicit principle of alphabetical and phonological awareness activities to assist the reader in understanding and decoding. With these findings concluded that the explanation of the alphabetic principle allied of the activities phonological awareness should be part of the methodology of the teacher for students to have better performance in reading.