This work intends to research the learning difficulties related to the acquisition of written language and reading of elementary school students, specifically in Year 6 of the Municipal School Guaraci Mendes, Tailândia (PA). Through this study we aim to promote a reflection on the difficulties in reading and writing. As methodology we used a qualitative approach focusing on literature research, field research and as a technique for data collection were used in the questionnaire. Also used as a theoretical conception of various educators on the subject, among them stand out Magda Soares, Emilia Ferreiro, Ana Teberosky and Paulo Freire. In performing textual production activities to our students, we noticed some difficulties in the acquisition of writing, such as phonetic transcription, misuse of letters, change of segmental structure, segmentation and intervocabular juncture, accent marks, punctuation and syntactical problems. Therefore, we found that the most common deviations of the students are characterized by problems in the transition from phonetic speech itself. This practice is related to the acoustic perception and its graphical representation as the student transcribes the phoneme according to the sound you hear and pronounce. However, it is necessary that the teacher keep up to date on new teaching methodologies and develop more efficient practices as activities that promote reflection and/or require negotiation of viewpoints or even solving problems, using reading textual genres their interests; recreational activities that have the character of games, jokes and fun, to develop their logical reasoning and; dialogue that will help lose the shyness and improve the spoken language through activities that involve the participation of all students, according to the level of learning in which each is located.
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