CONTRIBUTIONS OF THE PHONICS METHOD TO THE LITERACY OF 1ST AND 2ND GRADE ELEMENTARY SCHOOL STUDENTS: A STUDY ON THE DEVELOPMENT OF READING AND WRITING

Abstract

This article aims to analyze the contributions of the phonics method to the literacy process of 1st and 2nd grade elementary school students, considering its impact on the development of reading and writing. The study is grounded in research on phonological awareness and written language learning, drawing on key authors who discuss the cognitive processes involved in literacy and pedagogical practices focused on the systematic teaching of phoneme-grapheme relationships. Methodologically, this is a qualitative study with a bibliographic and descriptive approach, analyzing theoretical productions and pedagogical practices related to the use of the phonics method in the classroom. The results indicate that the systematic teaching of sound-letter correspondences promotes the development of phonological awareness, contributing to improvements in reading, writing, and the understanding of the alphabetic system by students. It was observed that the application of phonics-based strategies in the literacy process enables significant advances in learning, especially in word recognition and in the development of more autonomous early readers. It is concluded that the phonics method constitutes an important pedagogical tool to support the literacy process in the early years of elementary education.