Characteristics of fricatives consonants orthography in Brazilian children

Paschoal, Larissa; Pezarini, Isabela de Oliveira; Vaz, Suellen; Chacon, Lourenço

doi:10.1590/s2317-64312014000400001448

Cited by 5 publications

(7 citation statements)

References 16 publications

(19 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the second trend, a tripartition is identified between studies that address the relationship between right and wrong: (i) without typifying the error (17) ; (ii) typifying the error (18,19,20) ; and (iii) pointing out the existing gradient in the typification, although without this gradient being analyzed (21,15,22) .…”

Section: Discussionmentioning

confidence: 99%

“…As for the results related to this second objective, that is, to detect the possible gradient between errors, we used the categorization proposed by GPEL. The work developed by researchers in this group (19)(20)(21)(22) propose a categorization of misspellings in three types, which clearly indicate their gradient. They are: omissions, transpositions and substitutions.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Ortografia dos fonemas /l/ e /ɾ/ em posições complexas na escrita infantil: uma análise comparativa

Amarante

Vaz

Villega

et al. 2020

CoDAS

Self Cite

View full text Add to dashboard Cite

RESUMO Introdução: Assumindo-se que erros são, na verdade, tentativas de acertos, podendo marcar conflitos da criança com o sistema ortográfico, investigou-se o registro ortográfico de dois dos fonemas que remetem à classe das líquidas: /l/ e /ɾ/. Objetivo: (1) comparar a acurácia ortográfica, nas posições silábicas de ataque complexo e de coda, da grafia dos fonemas /l/ e /ɾ/; (2) verificar, dentre os erros, seus tipos mais frequentes. Método: Foram analisadas 53 produções textuais de crianças do 1º ano do ciclo I do ensino fundamental (EF) de uma escola pública do interior de São Paulo. Para responder aos objetivos, inicialmente foram separadas todas as ocorrências dos fonemas /l/ e /ɾ/ na posição de ataque complexo e de coda silábica. Posteriormente, os registros foram categorizados como acertos e erros. Os erros foram, ainda, classificados como omissão, transposição e substituição. Resultados: No ataque silábico complexo e na coda silábica, foi encontrado maior número de acertos quando comparado com o número de erros. Quanto aos tipos de erros, no ataque complexo, todos corresponderam a omissões; já na coda, as omissões prevaleceram, seguidas das substituições e das transposições. Conclusão: Os resultados sugerem que a percepção que a criança tem das relações entre fonemas e grafemas não depende diretamente dessas relações, já que essa correspondência pode ser afetada por outros aspectos fonológicos desconsiderados nessas relações, como as posições silábicas.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Ortografia dos fonemas /l/ e /ɾ/ em posições complexas na escrita infantil: uma análise comparativa

Amarante

Vaz

Villega

et al. 2020

CoDAS

Self Cite

View full text Add to dashboard Cite

show abstract

“…Thus, the metalinguistic skills, which correspond to explicit manifestations of a functional awareness of the rules of the organization or use of language, as well as the ability to think and consciously manipulate the linguistic knowledge, are essential to the formal learning-to-write process in schools (Lima & Pessoa, 2007). Therefore, both the phonological and the spelling processes are important to the process of writing acquisition (Mousinho & Correa, 2009;Paschoal, Pezarini, Vaz, & Chacon, 2014;Smythe et al, 2008).…”

Section: Mn Sampaiomentioning

confidence: 99%

Spelling performance of public and private school students: A comparative study

Sampaio

Fusco

Romero

et al. 2017

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than those of the lower grade level students. The results indicated that the mean values of correct answers of all versions of the spelling test administered increased across grades for both private and public school students. However, the data evaluated showed that private school students attained higher spelling performance than public school students from the 2nd grade onwards.Keywords: Evaluation; Handwriting; Learning; Teaching. Resumo

show abstract

“…Até o momento, pudemos notar que, embora a literatura demonstre preocupação em investigar a ortografia infantil, há nela forte tendência a apenas quantificar e tipificar os registros ortográficos não convencionais, como bem a ilustram, nos últimos cinco anos, Santos e Befi-lopes (2016), Schafer et al (2017) e Treiman (2018. Mas vimos ainda que, para além dessa tendência, a literatura tem se voltado à ação de características fonético/fonológicas da língua na ocorrência de erros ortográficos (Paschoal, 2014;Pezarini, 2017;Vaz, 2020;Amarante et al, 2020). Nessas duas tendências, porém, grande parte dos estudos privilegia os tipos de erros classificados como omissão (quando um fonema não é registrado ortograficamente) e substituição (quando o grafema-alvo é trocado por outro no momento do registro) (Chacon;Silva, no prelo;Vaz, 2020;Gomes;.…”

Section: Introductionunclassified

Distribuição das transposições ortográficas na escrita de crianças brasileiras

Amarante

Chacon

Soncin

2022

RAPL

View full text Add to dashboard Cite

Considering that unconventional writing is an important and necessary part of the acquisition of the Brazilian Portuguese (BP) orthographic system, we seek: (1) to describe the distribution of a type of error present in this acquisition, the orthographic transpositions, that is, the displacements of graphemes from their conventional position in the syllable to other positions in the word; and (2) to observe to what extent aspects of the syllable such as its (simple or complex) structure and its (stressed or unstressed) position in the word would be present at the point of displacement of these transpositions. For this purpose, we analyzed 63 compositions by Brazilian children who presented some type of orthographic transposition. We separated the records of transposition as they occurred in the form of swaps (those between two graphemes inside the word), intersyllabic transpositions (those of a grapheme mobilizing two syllables of the word) and intrasyllabic transpositions (those of a grapheme within the same syllable). Subsequently, we observed whether the transpositions came from syllables with simple or complex structures and located in a stressed or in an unstressed position of the word. In relation to the distribution, the results showed: greater occurrence of intrasyllabic transpositions, followed by swaps and, lastly, intersyllabic transpositions. Regarding the syllabic structure, we found: greater occurrence of transpositions coming from complex syllables and lower occurrence coming from the simple ones. Finally, in relation to the stress, the analysis presented: greater occurrence of transpositions coming from unstressed syllables and lower occurrence coming from the stressed ones. The results indicated that the unconventional disposition of graphemes in the analyzed writing production does not occur randomly, and, in order to explain this type of disposition, it is important to observe phonetic/phonological features which are not only the ones involved in the phoneme/grapheme relationship.

show abstract

Characteristics of fricatives consonants orthography in Brazilian children

Cited by 5 publications

References 16 publications

Ortografia dos fonemas /l/ e /ɾ/ em posições complexas na escrita infantil: uma análise comparativa

Ortografia dos fonemas /l/ e /ɾ/ em posições complexas na escrita infantil: uma análise comparativa

Spelling performance of public and private school students: A comparative study

Distribuição das transposições ortográficas na escrita de crianças brasileiras

Contact Info

Product

Resources

About