Análise de erros ortográficos em alunos do ensino público fundamental que apresentam dificuldades na escrita DOI 10.5752/P.1678-9563.2009v15n2p36

Nobile, Gislaine Gasparin; Barrera, Sylvia Domingos

doi:10.5752/p.1678-9563.2009v15n2p36

Cited by 8 publications

(16 citation statements)

References 4 publications

(1 reference statement)

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“…The effects of schooling time on the errors found were not investigated in this study (1,2,11,12,15,17,18,28) . This fact is a limitation of the study, in the sense that the mean number of errors was computed over the four school years in each school system, and it was not possible to observe, in this sample, the effect related in most investigations conducted into the writing of children, especially in the first grades.…”

Section: Discussionmentioning

confidence: 77%

“…Some errors in orthography are determined by phonology-based deficits and have generally and consensually been classified as follows: errors in coding complex syllables; errors due to swapped letters -those most frequently observed are between voiced and voiceless consonants; segmentation errors -due to hypo-or hypersegmentation, as observed in text writing (11) . Certain authors have classified these errors based semiologically on natural orthography errors, which have a direct relation to language processing and arbitrary orthography, and errors directly related to visual memory, knowledge of orthographic rules, lexicon and morphology (4) .…”

Section: Introductionmentioning

confidence: 99%

“…The necessary classification of these errors may help identify possible skill deficits underlying the learning of the alphabetic principle. Some of these errors are a normal part of development and can be overcome along the learning process, while others can only be corrected through clinic interventions (4,11,12) . In learning disorders, errors due to orthographic processes appear to be the most frequent ones, even if they are prevalently followed by errors related to phonological processes (12) .…”

Section: Introductionmentioning

confidence: 99%

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Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

Arnaut

Hackerott

Bueno

et al. 2014

Audiol., Commun. Res.

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Purpose: The present study investigated the characteristics of phonological information processing as manifested in the writing of dictated syntagmas, capable of indicating possible correlations and the predictive impact between the analyzed orthography errors (coding of voiced and voiceless phonemes, undue segmentation and word junction) according to the school system. Methods: Eighty children from both genders, aged between 6 and 11 years, were selected from those regularly enrolled between the 2 nd and 5 th years of primary education, in both public and private schools in the

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Section: Discussionmentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

Arnaut

Hackerott

Bueno

et al. 2014

Audiol., Commun. Res.

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“…Los errores de escritura ortográfica analizados por su tipología fueron investigados en la muestra de alumnos con dificultades y trastornos de aprendizaje (Affonso, Piza, Barbosa, & Macedo, 2011;Nobile & Barrera, 2009), lo que permitió verificar que los tipos de errores presentes no difieren, en naturaleza, de los errores presentados por alumnos sin dificultades o trastornos. Cabe, de esta forma, reafirmar que los estudios de evaluación de la ortografía y el análisis de los tipos de errores permiten reflexionar sobre el motivo de la ocurrencia de los errores y comprender las estrategias utilizadas para la adquisición de la ortografía.…”

Section: Antecedentesunclassified

“…Además, esa dificultad acompaña a los aprendices menos expertos o con un menor vocabulario, confirmando los resultados de otros trabajos de análisis de escritura (Affonso et. al, 2011;Nobile & Barrera, 2009).…”

Section: Conclusionesunclassified

Contribuciones de la evaluación psicoeducacional para la comprensión de los errores de ortografía en la Lengua Portuguesa de Brasil

Caliatto

Fernandes

Sisto³

2016

Revista INFAD de Psicología

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RESUMENEste estudio tuvo como objetivo averiguar los principales tipos de error en las palabras más difí-ciles, según el análisis por el modelo de Rasch, de la Escala de Reconocimiento de Palabras. Participaron de la investigación 701 estudiantes de escuelas públicas y particulares del interior del Estado de São Paulo en Brasil, siendo 362 de sexo femenino (52%). Para la identificación de los ítems más difíciles fue realizada la estimación de los parámetros de dificultad de los ítems con el uso del modelo de Rasch y obtenidas las frecuencias y porcentajes de las tres opciones de respuesta de esos ítems. Los resultados indicaron que la palabra más difícil de la Escala fue "exemplo", seguida de la palabra "informação". El parámetro de la habilidad media de los estudiantes fue -0,12 logit, inferior al resto de las diez palabras. El análisis por tipo de errores indicó dos características principales para la escritura ortográfica, el apoyo en la oralidad, principalmente, y el apoyo en caracterís-ticas visuales de la escritura. De acuerdo con la literatura, esos tipos de errores son comunes entre los niños al comienzo de la adquisición de la escritura, pero deberían ser superados conforme aumenta la familiaridad con el sistema alfabético y ortográfico de la lengua. Se discute que los datos obtenidos en las evaluaciones de ortografía indican la necesidad y la importancia de las intervenciones planeadas y puntuales en diferentes años escolares y suscitan la profundización de las investigaciones acerca de la superación del analfabetismo en Brasil.Palabras clave: ortografía, evaluación, psicología educacional. ABSTRACTThe aim of this study was to investigate the main kinds of mistake regarding the most difficult words, according to the analysis by Rasch's model of Scale of Words Recognition. 701 students from private and public schools located in the countryside of the State of São Paulo, in Brazil, being 362 from the feminine gender (52%), participated in this research. To identify the most difficult

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The effectiveness of an auditory temporal training program in children who present voiceless/voiced-based orthographic errors

Pires

Schochat

2019

PLoS ONE

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Introduction Studies on children’s written production of the Brazilian Portuguese have shown that one of the most frequent phonological-based orthographic errors is the one related to voiceless/voiced phonemes. Children who make this type of error may have auditory temporal processing disorders, which can harm the perception of phonemes with similar characteristics. Aim Verify the effectiveness of an auditory temporal training program based on activities adapted from the software Fast ForWord in the auditory temporal processing, i.e. the temporal ordering skill, and in reducing voiceless/voiced-based orthographic errors and the frequency of occurrence of these errors in the written production of the children. Method Twenty-five children participated on this study. They were divided in two groups: experimental group consisting of 16 participants, who engaged in the auditory temporal training activities; and a placebo group consisting of nine participants, who engaged in passive visual activities. The behavioral measures applied in the pre-training evaluation, post-training and placebo evaluations were: i) auditory skill of temporal ordering by the Pitch Pattern Sequence Test; and ii) analysis of the amount of voiceless/voiced-based orthographic errors and the frequency of occurrence of these errors by the use of dictation. Results No statistically significant differences were found concerning the placebo group in the pre-training and post-training evaluations, in all evaluation measures. However, statistically significant differences were found in the pre-training and post-training evaluations for the pitch pattern sequence test concerning the experimental group. These differences were specifically related to a reduction of the errors regarding fricative graphemes, and the frequency of occurrence of plosive and fricative graphemes. Conclusions The auditory temporal training program was effective in improving the temporal ordering skill and reducing errors in the writing of children who made voiceless/voiced-based orthographic errors.

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Análise de erros ortográficos em alunos do ensino público fundamental que apresentam dificuldades na escrita DOI 10.5752/P.1678-9563.2009v15n2p36

Cited by 8 publications

References 4 publications

Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

Contribuciones de la evaluación psicoeducacional para la comprensión de los errores de ortografía en la Lengua Portuguesa de Brasil

The effectiveness of an auditory temporal training program in children who present voiceless/voiced-based orthographic errors

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