Relações entre aquisição da percepção auditiva e aprendizagem da ortografia: consoantes soantes em questão

Chacon, Lourenço; Vaz, Suellen

doi:10.1590/s1518-76322013000300010

Cited by 11 publications

(12 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is little reference on the relationships between spelling and phonetic-phonological aspects of language in this literature. Such relationships, however, have been investigated by the research groups Estudos sobre a aquisição da linguagem escrita (GEALE/CNPq) (16)(17)(18) -located at Universidade Federal de Pelotas -and Estudos sobre a linguagem (GPEL/CNPq) (19)(20)(21)(22)(23)(24)(25) -located at the School of Philosophy and Sciences at Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP).…”

Section: Introductionmentioning

confidence: 99%

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

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

Self Cite

View full text Add to dashboard Cite

PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

show abstract

Section: Introductionmentioning

confidence: 99%

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

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

Self Cite

View full text Add to dashboard Cite

show abstract

“…According to one of these authors (20) , in contrast to the speech production view, the criterion to a receptive phonological acquisition is the capacity to link a sound and a distinction of meaning. The others (21) , point to a receptive acquisition of a gradient character and conclude assuring that the acquisition of auditory perception is complex and that its performance gets stable slower.…”

Section: Discussionmentioning

confidence: 92%

“…This data suggests that, although there is an improvement in the accuracy according to the age, until 7 years old, there is a stabilization of vowel class acquisition from children in the second group, children of 9 years old. From the literature, we observed the description about a gradual acquisition from the auditory perception view (20,21) . According to one of these authors (20) , in contrast to the speech production view, the criterion to a receptive phonological acquisition is the capacity to link a sound and a distinction of meaning.…”

Section: Discussionmentioning

confidence: 99%

O efeito da idade em uma tarefa de identificação das vogais tônicas do Português Brasileiro

Roque

Berti

2015

Audiol., Commun. Res.

View full text Add to dashboard Cite

RESUMO: Este trabalho investiga o efeito da experiência (com fala não-nativa) de ouvintes brasileiros, bem como do tipo de meio (áudio ou áudio-vídeo) na compreensibilidade de excertos do Português Brasileiro produzidos por um aprendiz haitiano, do sexo masculino. O estudo foi conduzido com dois grupos de ouvintes brasileiros, com 20 participantes cada, sendo um composto por professores com experiência no ensino de português como língua adicional para haitianos (GP) e, o outro, por graduandos de um curso de Letras Português-Inglês, sem experiência com a fala de haitianos (GA). Entre os resultados estatísticos, testes Two-Way ANOVA inter-sujeitos demonstraram um efeito principal de experiência, i.e., o GP apresentou um maior índice de compreensibilidade quando comparado com o GA. No entanto, não foi encontrado um efeito principal de tipo de meio, e tampouco se verificou um efeito de interação entre as duas variáveis independentes (experiência e tipo de meio). A partir dos resultados, propõe-se uma reflexão teórico-metodológica sobre o conceito de 'compreensibilidade' de fala estrangeira que o entenda como propriedades compartilhadas entre falante e ouvinte, o que implica assumir que uma fala estrangeira passa por variáveis sociolinguísticas associadas a ambas as partes da interlocução. ABSTRACT: This study investigates the effect of experience (with non-native spoken speech) of Brazilian listeners, as well as the type of medium (audio or audio-video) in the comprehensibility of Brazilian Portuguese excerpts produced by a male Haitian learner. The study was conducted with 2 groups, with 20 Brazilian listeners in each group, the first composed of experienced PAL (Portuguese as an Additional Language) teachers and the second formed by undergraduate students of both Portuguese-English (Literature and Linguistics) majors, with no experience with Haitians. Among the statistics results, the Two-Way ANOVA for independent samples revealed an effect of experience, i.e., the group of teachers presented higher comprehensibility rates when

show abstract

“…Just as they can determine the emergence of word junctions, the phonological representation and processing of tonal groups (13) based on auditory perceptions (14,15) can also lead to undue segmentation of written words. Both are considered inaccuracies that should, along with other types of spelling mistakes, disappear throughout schooling.…”

Section: Introductionmentioning

confidence: 99%

Ditado de sintagmas nominais para avaliação da escrita: análise psicométrica

Arnaut

Hudelot

Hackerott

et al. 2018

CoDAS

View full text Add to dashboard Cite

Purpose Prepare a list of noun phrases able to characterize the writing performance of schoolchildren according to school year. Methods A list of 25 noun phrases intended for dictation was prepared and applied to 275 Elementary School students (2nd to 5thgrades). The unidimensionality underlying the proposed items was analyzed using Item Response Theory. Results The list enabled differentiation between the performance of schoolchildren attending the 2nd and 3rd years and that of students attending the 4 th and 5th years. Items on the list presented moderate difficulty level and medium discrimination capacity. Conclusion The model showed good fit and was able to differentiate the performance of 2nd to 3rd grade students from that of 4th to 5thgrade students. The list of noun phrases assessed writing in 4th to 5th grade students more accurately.

show abstract

Relações entre aquisição da percepção auditiva e aprendizagem da ortografia: consoantes soantes em questão

Cited by 11 publications

References 9 publications

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

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

O efeito da idade em uma tarefa de identificação das vogais tônicas do Português Brasileiro

Ditado de sintagmas nominais para avaliação da escrita: análise psicométrica

Contact Info

Product

Resources

About