Learning to read and write from a literacy perspective during the pandemic

Abstract

Schools usually play a crucial role in the insertion of students in social and cultural practices of reading and writing; however, this is not always true. The objective of this research was to regain the learning of these processes with an 11-year-old student. based on contributions with the theoretical assumptions of historical-cultural psychology. The study’s development is based on survey, interventions, and final evaluation. Initial data showed absence of phoneme articulation awareness, hypersegmentation or hyposegmentation, and monotonation. The intervention consisted of the following activities: reading stories, interpretation, written record, cake recipe, lip reading phonemes, selective attention exercises. The results show expansion of selective attention, perception, memory, creation of cognitive strategies for reading and writing, oral storytelling for the community, and domain of the nature of written language. The research revealed the importance of more individualized monitoring of teaching and learning processes, as well as altruism and positive expectations of the mediator in relation to access to reading and writing.