Using Spelling Skills in Brazilian Portuguese and English

Corrêa, Jane; MacLean, Morag; Meireles, Elisabet de Sousa; Lopes, Teresa da Silva; Glockling, Dorry

doi:10.5334/jpl.140

Cited by 12 publications

(10 citation statements)

References 15 publications

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“…The association of these findings is consistent with what is described in the national literature 2,8 and international 1,3,9,13 , which states that both the orthographic and phonological processes are important to the learning of writing, as patterns of graphemephoneme conversion can be learned through increased exposure the frequency of occurrence and the use of ratings orthographic.…”

Section: Resultssupporting

confidence: 79%

“…, Ana Carla Leite Romero (2) , Andrea Batista Oliveira (3) , Maria Nobre Sampaio (3) , Natália Fusco (4) , José Francisco Cervera-Mérida (5) , Amparo Ygual Fernández (6) (1) …”

unclassified

“…This fact can be explained because the Brazilian Portuguese has a correlation more transparent in the sense of grapheme to phoneme, in decoding, than of the phoneme to grapheme, in coding, because there are less irregular correspondence in the grafofonemic conversion and more irregular correspondence in the fonografemic correspondence [1][2][3][4] . For authors 5,6 , the spelling activity starts by selecting the meaning or concept of what the writer wants to write, using the first his semantic system.…”

Section: Introductionmentioning

confidence: 99%

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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: Resultssupporting

confidence: 79%

“…, Ana Carla Leite Romero (2) , Andrea Batista Oliveira (3) , Maria Nobre Sampaio (3) , Natália Fusco (4) , José Francisco Cervera-Mérida (5) , Amparo Ygual Fernández (6) (1) …”

unclassified

Section: Introductionmentioning

confidence: 99%

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

et al. 2012

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“…-Nonwords dictation: The students were instructed to write 36 dictated nonwords, inside a controlled situation and without lexical support of visual input, aiming to verify the knowledge level of the coding rules. The nonwords were created according the Brazilian Portuguese coding rules (3,4) , having as psycholinguistic criteria the regularity, so that the possibility of having more than one way of correct writing was annulled.…”

Section: Methodsmentioning

confidence: 99%

“…The most transparent relation between phonology and spelling, with regard to the Portuguese language, seems to produce less severe problems to the reading of words and more severe to the spelling (2)(3)(4) . Therefore, the Brazilian Portuguese presents spelling more transparent from grapheme to phoneme than from phoneme to grapheme (5) .…”

Section: Introductionmentioning

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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Learning to Spell in Brazilian Portuguese: Children’s Patterns of Spelling Errors and Unconventional Word Segmentation

Corrêa

2023

Development of Writing Skills in Children in Diverse Cultural Contexts

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Using Spelling Skills in Brazilian Portuguese and English

Abstract: This study examines qualitative differences in children '

Cited by 12 publications

References 15 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

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

Learning to Spell in Brazilian Portuguese: Children’s Patterns of Spelling Errors and Unconventional Word Segmentation

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