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

Abstract

Spelling ability and performance of students from the private and public schools are not similar in the fourth and sixth grades, but it is in the fifth grade. Spelling errors are gradually overcome as education progresses; however, this overcome rate was considerable between the fourth and fifth grades in the public schools. Decrease in the types of spelling errors follows a hierarchy of categories: phoneme/grapheme conversion, simple contextual rules, complex contextual rules, and language irregularities. Finally, the most common type of spelling error found was that related to language irregularities.

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.…”

“…This shows that the spelling errors are gradually overcome as the schooling and formal teaching of spelling advances. The fact that writing errors become less common as the child progresses in literacy is reported in the literature (3,7,12,25,26) and justified by increased reading exposure (7) . A study (25) verified that the students of the 2nd and 3rd years had similar levels of knowledge of spelling; and this was higher than that of first year students.…”

“…Children learn to read and write generally during the preschool years and the beginning of schooling (1) . The acquisition of writing is a complex process (2,3) , since it requires the child's ability to pay attention to speech, to segment it into words, to identify the phoneme-grapheme correspondence and the possibility of syllabic language elaboration (3) . In this process, the so-called spelling errors can occur, that could be seen as constructive, according to Piagetian ideas, may occur as a provisional part of the construction of knowledge (4) .…”

“…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.…”

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

“…In this perspective, unconventional spelling can be considered part of the acquisition of writing (9) and that its appearance often results from the recovery that children make of speech characteristics (9) . Thus, in a literate society, characteristics of speech and writing would be related, however, indirectly, since writing would be the product of the insertion of the writer in oral social and literate social practices.…”