RelaÃÃo entre habilidades de reflexÃo metalingÃÃstica e o domÃnio da ortografia em crianÃas

AUTOR(ES)

Ana ClÃudia Rodrigues GonÃalves Pessoa

DATA DE PUBLICAÇÃO

2007

RESUMO

The objective of the present research was to study the relationship between spelling knowledge, metalinguistic abilities and the learnerâs level of explicitation about rules of the Portuguese orthographic norm (22 contextual rules and 10 morphological-grammar rules). Forty Brazilian children (20 working-class children from a public school and 20 middle-class children from a private school) were selected on the basis of their scores on a real word dictation. Children were divided in subgroups according to schooling (2nd and 4th grades), socio-cultural group (working and middle class) and spelling performance (high and low). They underwent a set of tasks: an intelligence test (WISC), a spelling transgression task, a dictation of invented words, several metalinguistic abilitiesâ tests (metaphonological and metamorphosintatic) and a clinical interview. Data were analyzed both quantitatively and qualitatively. We found out no direct relation between metalinguistic abilities and learning of most of the spelling rules analyzed in this study. It was also observed that phonemic awareness is linked to the learning of writing, however, it is important to be aware to the possibility of children responding to metaphonological tests recovering the visual image of the words in their mental lexicon, reasoning about letters instead of sounds. Children with high spelling performance, from the middle-class sociocultural group and attending 4th grade tended to present more spelling knowledge, which was related to their ability to explicitly manipulate or verbalize spelling rules. Nevertheless, some contextual and morphologicgrammar rules demonstrated to be easier to be learnt than others. Our data suggest that it is important to help children to redescribe their spelling knowledge under more and more elaborated explicitation levels, through learning activities which promote the comprehension of the generative principles of the orthographic norm

ASSUNTO(S)

syntactic awareness phonological awareness habilidades metafonolÃgicas educacao ortografia orthographic norm spelling norma ortogrÃfica habilidades metamorfossintÃticas

Documentos Relacionados

• A relaÃÃo entre o autoconceito das crianÃas enquanto aprendizes e a percepÃÃo do professor sobre suas habilidades lingÃÃsticas e matemÃticas
• ReflexÃo antropolÃgica sobre a relaÃÃo entre brincadeira e realidade no Cavalo Marinho
• RelaÃÃo entre formas espontÃneas de comunicaÃÃo e desempenho ortogrÃfico de crianÃas : um estudo com o dispositivo didÃtico Jogo de comunicaÃÃo por telefone
• A imagem como brinquedo: a relaÃÃo entre crianÃas e desenhos animados à luz da divisÃo de gÃnero.
• CoreSec: uma ontologia para o domÃnio de seguranÃa da informaÃÃo