Desempenho ortográfico de escolares do 2º ao 5º ano do ensino particular

Abstract

Purpose: to characterize, compare and classify the performance of students from 2 nd to 5 th grades of private teaching according to the semiology of errors. Method: 115 students from the 2 nd to 5 th grades, 27 from the 2 nd grade, 30 students from the 3 rd and 4 th grades, and 28 from the 5 th grade divided into four groups, respectively, GI, GII, GIII and GIV, were evaluated. The tests of Spelling Evaluation Protocol -Pro-Orthography were divided into: collective version (writing letters of the alphabet, randomized dictation of letters, word dictation, non-word dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, spelling lexical memory). Results: there was a statistically significant difference in intergroup comparison indicating that there was an increase in average accuracy for all tests as for the individual and collective version. With the increase in grade level, the groups decreased the average of writing errors based on the semiology of errors. We found a higher frequency of natural spelling errors. Conclusion: data from this study showed that the increase in average accuracy according to grade level may be an indicative for normal development of student's writing in this population. The higher frequency of natural spelling errors found indicates that formal instruction on phoneme-grapheme correspondence may not be occurring, since that they are directly dependent on the learning of the rule of direct phoneme-grapheme correspondence.

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

“…This is noteworthy because studies addressed to spelling matters in writing acquisition (8)(9)(10) mostly emphasize error. Even though in the so-called 'error', instead of the 'hit', it is possible to count on the visibility or transparency of the relationship of the child with the language being acquired", (26) most of the spelling stability of the children analyzed in this study points out to the importance of the hits in the characterization of spelling acquisition.…”

“…Less common, however, not less relevant, are investigations addressed to the spelling errors, characterized not only by the type of errors but especially by the way it progresses during the process of writing (8)(9)(10) . Finally, there are studies addressed to the efficacy of speech language programs on the performance of students (11) .…”

Intervenção fonoaudiológica junto aos docentes do ensino fundamental: relato de experiência

“…One concern of that intervention was to not limit the focus to just factors directly related to spelling problems 1,7,21,26 , but extend it to wider issues, such as text quality 24,27,28 and gender…”

Characteristics of fricatives consonants orthography in Brazilian children

“…This stability is not pointed out in the studies which analyzed the children orthography. Indeed, even considering the relation among hits and errors, the investigations reported in these studies turned themselves, preferably, to the characterization of the orthographic performance of children by the analysis of their errors and not by their general orthographic performance (hits x errors) ) (7)(8)(9) . Regarding the second objective (to check the possible influence of the accent in the occurrence of errors), this influence did not show itself relevant in the non-conventional registration of the graphemes which refer to the fricative phonemes.…”

“…It is also noted, the concern with the misspellings, characterized not only by the type of errors, but also by the way the written process is developed (7)(8)(9) . Moreover, it is observed the concern with the efficiency of therapeutic programs which aim the improvement of students performance, focused on the tasks that involve the codification and decoding of spelling characters in the written and reading (10,11) .…”