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Advisor(s)
Abstract(s)
A escrita é baseada numa elaboração mental das crianças, influenciada pela sua
interacção com o meio, onde estas criam as suas próprias regras até conseguirem
compreender as regras convencionais e específicas de cada sistema de escrita (Ferreiro &
Teberosky, 1991).
Os erros ortográficos fazem parte do processo de aquisição da linguagem e que
revelam atitudes individuais de reflexões e conhecimentos formulados sobre a escrita
(Cagliari, 2002).
O presente trabalho foca-se na descoberta de regras, nomeadamente regras
contextuais, sendo o seu objectivo principal analisar as diferenças entre uma abordagem
mais construtivista (assente num procedimento de descoberta da regra) e uma abordagem
mais tradicional (assente em procedimentos transmissivos).
Participaram neste estudo 34 crianças que frequentam o 2º ano de escolaridade,
com idades compreendidas entre os 7 e os 8 anos, e foram trabalhadas as regras
contextuais: M antes de P e B; S, SS, S (z); Que, Qui, Ce, Ci.
Optou-se por dividir o estudo em três fases distintas: pré-teste, intervenção
experimental e pós-teste, onde na primeira fase – pré-teste – foram aplicadas provas de
ditado, sendo que na segunda foram criados dois grupos, em conformidade com o seu
desempenho ortográfico onde o critério para a selecção foi de 50% de frequência de erros
(grupo experimental e grupo de comparação).
Os resultados obtidos neste estudo, através dos testes paramétricos T-student para
amostras emparelhadas e amostras independentes, indicam que, de facto, existem
diferenças significativas entre o grupo experimental e o grupo de comparação, tendo o
primeiro grupo uma redução considerável do número de erros, excepto na regra Que, Qui,
Ce, Ci onde não se verifica diferenças significativas entre os dois grupos no pós-teste.
ABSTRACT: The writing is based on the mental development of children, influenced by its interaction with the environment, where they create their own rules until they understand the rules of conventional and specific to each writing system (Smith & Teberosky, 1991). The misspellings are part of the acquisition of language and attitudes that reveal individual reflections and formulated knowledge about writing (Cagliari, 2002). This investigation focuses on the discovery rules, including contextual rules, and its main objective to analyse the differences between a more constructivist approach (based on a discovery procedure of the rule) and a more traditional approach (based on transmissive procedures). Participated in this study 34 children who attend the 2nd grade, aged between 7 and 8 years old, and have been worked the contextual rules: M before P and B; S, SS, S(z); Que, Qui, Ce, Ci. We chose to divide the study into three distinct phases: pre-test, intervention and pos-experimental test. In the first phase, tests were of dictation were applied and in the second phase two groups were created in accordance with their orthographic performance. The criterion for selection was 50% frequency errors (experimental group and comparison group). The results obtained in this study through the use of parametric tests such as Tstudent for paired and independent samples indicate that in fact, there are significant differences between the experimental group and the control group. The first group has a considerable reduction in the number of errors, except in the rule Que, Qui, Ce, Ci, where there is no significant difference between the two groups at the pos-test.
ABSTRACT: The writing is based on the mental development of children, influenced by its interaction with the environment, where they create their own rules until they understand the rules of conventional and specific to each writing system (Smith & Teberosky, 1991). The misspellings are part of the acquisition of language and attitudes that reveal individual reflections and formulated knowledge about writing (Cagliari, 2002). This investigation focuses on the discovery rules, including contextual rules, and its main objective to analyse the differences between a more constructivist approach (based on a discovery procedure of the rule) and a more traditional approach (based on transmissive procedures). Participated in this study 34 children who attend the 2nd grade, aged between 7 and 8 years old, and have been worked the contextual rules: M before P and B; S, SS, S(z); Que, Qui, Ce, Ci. We chose to divide the study into three distinct phases: pre-test, intervention and pos-experimental test. In the first phase, tests were of dictation were applied and in the second phase two groups were created in accordance with their orthographic performance. The criterion for selection was 50% frequency errors (experimental group and comparison group). The results obtained in this study through the use of parametric tests such as Tstudent for paired and independent samples indicate that in fact, there are significant differences between the experimental group and the control group. The first group has a considerable reduction in the number of errors, except in the rule Que, Qui, Ce, Ci, where there is no significant difference between the two groups at the pos-test.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Regras contextuais Abordagem construtivista Abordagem transmissiva Contextual rules Constructivist approach Transmissive approach