Methods of literacy

The American linguist Bloomfield, phonic module proponent of this method, argues that

language acquisition is a mechanical process, ie, the child will always be encouraged to

repeat the sounds that absorbs the environment. The uses and functions of language in which they are being spoken, are discarded, as they are key elements not observable by the methods used by this theory, giving importance to the form and not the meaning. According to this thinking, the meaning would not enter the child's life before he dominates the relationship with the sound and pronunciation. In this case, the writing would only serve to graphically represent the speech. Thus, the function would be preceded by the way, would the dictates of the authors of the leaflets, as if they were holders of meaning, overlapping the reader, the text would serve only to be fleshed out, absorbing that meaning crystallized contained therein, and the error seen with high  severity. With regard to practice, it is observed that the teachers decide how and when children should learn and teach themselves to regular patterns, which are considered easier, then going to the irregulars, which are considered more difficult, it is assumed that the child must master correctness, taking into account the linguistic variety, the child must have very well established prerequisites to be deemed fit to written language.

Global Method (or analytical)

Opposed to the synthetic method, questioning two arguments of this theory. One that

concerns the way meaning is left out and others who thought that the child would not

recognize a word without first recognizing its smallest unit. The main feature that differentiates the synthetic method is the analytical starting point.  While the first part of the minor component to the largest, the second part of a given higher for smaller units... expert say that this is how a child learns to speak, so it must be the same way should learn to read and write, starting from the whole, breaking it in smaller portions and then reading it.

The analytical method relates to the study of words, without decomposing them immediately into syllables, so when the children know certain words, it is proposed that compose short texts;

• Sentencing: sentences are formed according to the dominant interests of the room. Once exposed to a prayer, that will be decomposed into words, then syllables,

• Story: The fundamental idea here is to make the child understand that reading is to discover what is written.

Conclusion:

Therefore, it is important to understand that literacy and writing are inseparable and phenomena that occur simultaneously, the creative work of teaching must be to create real conditions of reading and writing and a policy of encouragement, with a view to inclusion in the practices that encourage ownership of literacy on the grounds that it favors the individual in order to raise their level of critical awareness to the world you live in, giving it the opportunity to participate in political life, an attribute inherent in every free citizen, and good performance in written production. giving it entry into simple and complex social practices of the spheres in which we pass each day of life and face frequently

 

References

Soares Magda. Literacy and literacy.  2003.

SENNA, Luiz Antonio Gomes (Org.) Literacy - principles and processes. Curitiba: IBPEX,