Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Abstract

PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

“…It was also observed that the phonological errors that alter the phoneme were more frequent than the errors that alter the syllabic structure, followed by the contextual-arbitrary and the phonetically motivated ones. Some studies (3,13,25,26) have analyzed errors in writing. One of them (13) described the orthographic performance of children without complaints of language and/or learning difficulties reported by parents and/or teachers and concluded that among the errors found in writing were phonological substitutions followed by omissions and substitutions orthographic.…”

“…Thus, complexity in acquiring writing is a constant concern among educators and researchers. In this sense, some studies (1,3,7,(11)(12)(13) were performed with the purpose of verifying the orthographic performance in tasks of reading, writing and/or phonological awareness. Others (2,14) investigated the relationship between writing performance and family psychosocial factors, while others (12,14) re-analyzed the types of errors committed by children during the writing acquisition process.…”

“…Others (2,14) investigated the relationship between writing performance and family psychosocial factors, while others (12,14) re-analyzed the types of errors committed by children during the writing acquisition process. However, there are few researches on the relationship between spelling and phonological aspects of language, and one author (13) suggests that these works be performed.…”

Adults writing profile at the beginning of their reading and writing acquisition

“…Among many and diverse questions on this initial phase of language learning are: typical orthographic development, phonological conscience, orthographic deviations, how the writing process develops, speech pathology programs effectiveness in the students´ performance, relation between speech and writing; relation between orthography and literacy; authorship question on writing and, yet, criteria used issue to consider as pathological, children´s writing mistakes 24 .…”

Relação Do Perfil De Erros De Leitura E Escrita Na Dislexia E Dificuldades De Aprendizagem

“…Já a dislexia é decorrente da combinação de fatores genéticos e neurológicos, que causam déficits no processamento da informação. Por conta disso, os escolares com dislexia podem apresentar desorganização no nível fonológico, causando problemas na conversão fonografêmica, o que também causará problemas nas representações, acesso e recuperação da palavra por meio do acesso fonológico da informação lexical, ocasionando problemas na aprendizagem da escrita ortográfica (FRANÇA et al, 2004;VAZ et al, 2015).…”