Phonological awareness, literacy, development of the writing competence.

Phonological Awareness refers to the ability to use - unintentionally - not only the individual sounds but also the syllables, parts of the syllables (i.e., rhymes) and words (Cristófaro, 2024). Developing phonological awareness contributes to reading and writing learning processes considering that learning phonemes, when you are aware of it, is essential to this procedure. Based on data and information collected from students’ writing, it is possible to identify the writing competence they developed (Ferreiro & Teberosky, 1999) as much as it is possible to think of strategies to cooperate to the development of more advanced writing competences. This research aims to investigate what the beginner writing process of second graders in a public Elementary School at Queimados (RJ) - Baixada Fluminense - indicates about the development of the phonological awareness in these students. To do so, using the writing data we collected, we are going to seek to understand what competences the students have already developed and also to analyze the results we had, in order to figure out how advanced is the writing competence of each student, and then, suggesting activities to collaborate with students’ progress on their writing skills. The methodology will consist of three steps: the first one is applying a test to check the writing competence stage, so that we shall find out in which stage of this process the student is: pre-syllabic, syllabic, syllabic-alphabetic or alphabetic (Ferreiro & Teberosky, 1999). With this information, it can be possible to think about activities to be applied as a means to contribute with the progress of the learner in order to develop advanced writing competences. All in all, there will be a new evaluation as a way of considering if the suggested activities collaborate to an improvement in the development of the writing competence.