Tipologia de erros de leitura de escolares brasileiros considerados bons leitores

Ávila, Clara Regina Brandão de; Kida, Adriana de Souza Batista; Carvalho, Carolina Muniz; Paolucci, Juliana Faleiros

doi:10.1590/s0104-56872009000400010

Cited by 15 publications

(19 citation statements)

References 18 publications

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“…The results point to the fact of the students this study showed middle who became superior the each series subsequent in most tests of the collective version and individual of orthography evaluate, indicating that, with increasing school ranking, occurred greater knowledge about the use of spelling rules by the students, corroborating studies that point to the fact that the school in early process of appropriating the spelling system of the language have a higher system with alphabetical based, as the Portuguese, as pointed out in the national literature [23][24][25][26][27] .…”

Section: Discussionsupporting

confidence: 81%

“…These results, together with others, corroborate literature, reveals that many students in early phase of literacy may show changes in writing because the school does not emphasize the teaching of orthography by the weak theoretical basis and practice of their teachers 2,[22][23][24][25][26][27][29][30] . The findings in this population point to the need for further study with other school populations, for the purpose of establish the profile acquisition and orthographic development of students in early literacy, because only this way you can identify which the appropriate errors the appropriation of the writing system in each school ranking, so you can differentiate them from those orthographic errors that are persistent and may feature a picture of dysorthographia, associated with dyslexia or learning disorder.…”

Section: Discussionsupporting

confidence: 81%

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

et al. 2012

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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.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionsupporting

confidence: 81%

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

et al. 2012

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“…They performed worse than controls in terms of both accuracy and fluency, as typically reported in deep orthographies. In line with these findings, available data in Brazilian Portuguese suggests that both reading speed and reading accuracy are impaired in developmental dyslexia (Ávila et al, 2009). In the current study, participants with developmental dyslexia will be recruited based on their word and pseudo-word reading accuracy but reading fluency will be taken as a more sensitive experimental measure of their reading abilities.…”

Section: Introductionsupporting

confidence: 65%

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

et al. 2014

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Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.

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“…However, the high average of errors of natural spelling found in the initial series demonstrated that is not occurring formal instruction about the phoneme-grapheme correspondence. This instruction is needed to the apprenticeship of the writing system with alphabetic base, like Portuguese (22)(23)(24) , Spanish (12,25) , French (10) and Italian (26) . A result that also highlights the need of the formal instruction referent to the phoneme-grapheme correspondence in Portuguese refers to the superior average of the classification referent to other findings (OF) found in this same population.…”

Section: Resultsmentioning

confidence: 99%

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

Capellini

Amaral

Oliveira

et al. 2011

J. Soc. Bras. Fonoaudiol.

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OBJETIVOS: Caracterizar, comparar e classificar o desempenho de escolares do 2º ao 5º ano do ensino público segundo a semiologia dos erros. MÉTODOS: Participaram deste estudo 120 escolares do 2º ao 5º ano de escola pública municipal de Marília-SP, sendo 30 de cada série, divididos em quatro grupos: GI (2º ano); GII (3º ano); GIII (4º ano); e GIV (5º ano). Como procedimento foram aplicadas as provas do Pro-Ortografia: versão coletiva (escrita de letras do alfabeto, ditado randomizado das letras do alfabeto, ditado de palavras, ditado de pseudopalavras, ditado com figuras, escrita temática induzida por figura) e versão individual (ditado de frases, erro proposital, ditado soletrado, memória lexical ortográfica). RESULTADOS: Houve diferença na comparação intergrupos, indicando melhor desempenho dos escolares a cada série subsequente, na maior parte das provas da versão coletiva e individual. Com o avanço da seriação escolar, os grupos apresentaram menor média de erros na escrita. CONCLUSÃO: O perfil de aquisição da ortografia do sistema de escrita do Português observado em escolares do ensino público é indicativo do funcionamento normal de desenvolvimento da escrita infantil.

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Tipologia de erros de leitura de escolares brasileiros considerados bons leitores

Cited by 15 publications

References 18 publications

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

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

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

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

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