LEARNING AND THE LITERACY PROCESS IN EARLY GRADES

Abstract

One of the multiple challenges that schools have been facing over the years is that of making students learn to read correctly. Because the acquisition of reading is indispensable so that one can conduct oneself with autonomy in literate societies. From this need, the present study had as main objective to identify the main difficulties found in the literacy process and the verification of the best strategy in the teaching-learning process of reading, writing in the initial grades. The applied methodology was a qualitative research, and the procedure for collecting the information was a bibliographical study, through the reading of books, scientific articles that deal with the subject. Having as a result the verification that the learning difficulties can be of a cognitive or affective order, however, they must be diagnosed by the teacher, referring them to a psychological, therapeutic and also psychopedagogical follow-up, which must be offered by the team school, in the classroom or outside.Concluding that it is important that the school has a more meaningful look to work together with its teachers on actions that benefit the learning and literacy process of students in the initial series.