Relação da memória visual com o desempenho ortográfico de crianças de 2ª e 3ª séries do ensino fundamental

Abstract

RESUMOObjetivo: neste estudo procurou-se relacionar a memória visual ao desempenho ortográfico da escrita de crianças da 2ª e 3ª séries do ensino fundamental. Métodos: foram analisadas 61 crianças de ambos os sexos, com idades variando entre 8 e 9 anos de idade. Avaliadas em sala de aula, pelas examinadoras, no 2º semestre do ano letivo de 2006, utilizando-se de três etapas distintas: Avaliação do ditado oral de palavras isoladas, Avaliação da leitura silenciosa de palavras isoladas e Análise da memória visual por meio da Figura Complexa de Rey. Resultados: verificou-se que os erros ortográficos diminuem no ditado visual, quando comparado ao ditado oral; crianças que cometem mais erros ortográficos nos ditados têm pior desempenho na Figura Complexa de Rey; crianças de 3ª série possuem menor frequência de erros ortográficos e melhor desempenho em Figura Complexa de Rey, quando comparadas às crianças de 2ª série. Conclusão: a memória visual é fator importante no desenvolvimento ortográfico, levando a criança a compreender melhor a aquisição de regras ortográficas. ABSTRACTPurpose: in this relate the visual memory to orthographic performance of children's handwriting from 2 nd and 3 rd years of elementary school. Methods: it was analyzed 61 children, male and female, with average age between 8 and 9 years old, were analyzed. The children were evaluated in classroom, by the examiner, during the 2 nd semester of the school year, in 3 different stages: oral dictation valuation of isolated words, of silent reading valuation of isolated words and visual memory analysis through the Rey Complex Figure. Results: it was noticed that orthographic mistakes reduces during visual dictation, when compared to oral dictation; children who make more orthographic mistakes during dictation, have worse performance on the Rey Complex Figure; children from 3 rd year have less frequency of orthographic mistakes and better performance on the Rey Complex Figure, when compared to 2 nd year children. Conclusion: visual memory is an important fact during orthographic development, helping children to understand better the acquisition of orthographic rules.

Comparison of students from private and public schools on the spelling performance

“…Berberian et al have reported that the acquisition of spelling is a continuous process (8) that is learned from the contact with written language. Therefore, as students progress in school grades, there is a gradual reduction of spelling errors, indicating that education progress leads students to master spelling rules (2,(5)(6)(7)(8)(9)(10)15,17) .…”

“…Spelling errors are overcome with progress in school grades, and that is why schoolchildren at the third grade of elementary school have a higher frequency of spelling errors than those at the fourth grade; therefore, as children have contact with reading and writing, such errors are overcome; so, one can say that spelling errors are part of the writing acquisition process (2,(5)(6)(7)(8)(9)(10) .…”

Perfil linguístico, familial e do gênero de escolares com diagnóstico de dislexia de uma clínica escola

“…Difficulties in visual processing, such as visual memory alterations, may emphasize the difficulties presented by dyslexics 37 . Another study shows the importance of this skill for the domain of rules that will determine the spelling of the word 4 .…”

Working Memory and Reading Development

“…However, Lopes, Lopes, Galera (2005) found improved performance on visual-spatial memory in children 11 to 12 years old. A study made by Barbosa, Bernardes, Misorelli, Chiappeta (2010). revealed that the acquisition of orthographic rules have positive relationship with the performance in visual working memory, revealing that the greater the number of misspelling committed in dictation, the worse the performance in visual working memory.…”