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Publication
Programa de ortografia: impacto na frequência de erros ortográficos e na explicitação das regras ortográficas
Advisor(s)
Abstract(s)
O presente estudo tem como objetivo investigar o impacto de um Programa de Ortografia,
no qual a revisão dos erros ortográficos é realizada através de uma grelha de correção
com explicitação das regras ortográficas. Acede-se ao impacto do mesmo através do
desempenho ortográfico, mensurado pela frequência de erros ortográficos, e do grau de
explicitação da ortografia, mensurado pelo reconhecimento da escrita correta e pelo nível
de explicitação das regras de ortografia.
No estudo quase-experimental em questão participaram 100 alunos do 3.º ano de
escolaridade. Os mesmos encontravam-se distribuídos por cinco turmas que, por sua vez,
foram selecionadas para os grupos de controlo e experimental. Nos momentos de
avaliação, em pré e pós teste, foram realizados um exercício de ditado, com 86 palavras
que requeriam conhecimento das regras de ortografia contextuais, fonológicas e
morfossintáticas, e uma entrevista individual, com 37 cartões que requeriam o
reconhecimento e a explicação da escrita correta e das regras subjacentes.
Entre os momentos de avaliação, os participantes efetuaram nove sessões, sendo que cada
sessão implicava a realização de um exercício de ditado e a respetiva correção. No grupo
experimental foram sublinhados, a cores, os erros ortográficos, sendo pedida a correção
dos mesmos com recurso à grelha de correção com indicação das respetivas regras de
ortografia, por cores. No grupo de controlo foram corrigidos os erros ortográficos, sendo
pedida a cópia da escrita correta dos mesmos, repetida três vezes.
Os resultados não registaram diferenças significativas entre os grupos de controlo e
experimental face ao desempenho ortográfico nas diferentes regras e na totalidade das
mesmas. No entanto, os resultados demonstraram algumas diferenças tendencialmente
significativas entre grupos face ao grau de explicitação da ortografia
The present investigation aims to study the impact of a Spelling Program, in which the revision of spelling errors it’s made through a grid of correction with the spelling rules layed out. The impact of said program is measured through the orthographic performance, which in turn is measured through the frequency of spelling errors, and the level of explicitation of the orthography, measured by the ability to recognize the correct spelling and by the level of spelling rules explicitation. In the near-experimental study, 100 students, from the 3.º grade, participated. They were from five classes which were chosen to be either in the control group or in the experimental group. In the evaluation moments, both in the pre as well as the post test, it was conducted a dictation task, with 86 words that required knowledge of the contextual, phonological and morphosyntactic spelling rules, and an individual interview, with 37 cards that required the students to recognize as well as explaining the correct writing and the underlying rules. Between the evaluation moments, the participants did nine sessions in which they had to do a dictation task and its respective correction. In the experimental group it was underlined, with colors, the spelling errors, then it was requested of the participants that they correct their spelling errors using the correction grid, which had the spelling rules written on it, coded by colors. In the control group the spelling errors were corrected, then it was requested that the participants write them correctly three times. The results didn’t show any significant differences between the two groups when it came to the orthographic performance in the different rules, individually and in total. However, the results did reveal some small, but significant, differences when it came to the level of orthographic explicitation. Key words: Orthographic Revision, Spel
The present investigation aims to study the impact of a Spelling Program, in which the revision of spelling errors it’s made through a grid of correction with the spelling rules layed out. The impact of said program is measured through the orthographic performance, which in turn is measured through the frequency of spelling errors, and the level of explicitation of the orthography, measured by the ability to recognize the correct spelling and by the level of spelling rules explicitation. In the near-experimental study, 100 students, from the 3.º grade, participated. They were from five classes which were chosen to be either in the control group or in the experimental group. In the evaluation moments, both in the pre as well as the post test, it was conducted a dictation task, with 86 words that required knowledge of the contextual, phonological and morphosyntactic spelling rules, and an individual interview, with 37 cards that required the students to recognize as well as explaining the correct writing and the underlying rules. Between the evaluation moments, the participants did nine sessions in which they had to do a dictation task and its respective correction. In the experimental group it was underlined, with colors, the spelling errors, then it was requested of the participants that they correct their spelling errors using the correction grid, which had the spelling rules written on it, coded by colors. In the control group the spelling errors were corrected, then it was requested that the participants write them correctly three times. The results didn’t show any significant differences between the two groups when it came to the orthographic performance in the different rules, individually and in total. However, the results did reveal some small, but significant, differences when it came to the level of orthographic explicitation. Key words: Orthographic Revision, Spel
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção de grau de
Mestre na especialidade Psicologia Educacional.
Keywords
Revisão da ortografia Erros ortográficos Explicitação das regras ortográficas Orthographic revision Spelling errors Spelling rules explicitation