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Publicação
Orthographic performances in a portuguese primary school: A longitudinal study in third and fourth grades
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Orientador(es)
Resumo(s)
This study aims to understand if children’s spelling errors vary according to their orthographic
performances and their grade level. It also aims to understand the way in which children’s awareness of
orthography rules relates to their performance. The participants were forty-three children (24 boys and 19
girls) attending the third grade and, the following year, the fourth grade in a Lisbon public school. They
were given a spelling task in third grade and again in fourth grade and their spelling errors were compared.
In fourth grade, the types of error of good and poor spellers were compared. Interviews were conducted
to determine if the level of awareness of orthographic rules differed according to the children’s
orthographic performance. The results show that the number of errors decreased from the third to the
fourth grade and that there are differences in the types of error made by participants with higher and
lower orthographic performances. There were no statistically significant differences between these two
groups concerning their awareness of orthographic rules.
Descrição
Palavras-chave
Orthographic errors Orthographic performance Orthographic representations Explicitation levels Spelling
Contexto Educativo
Citação
L1 – Educational Studies in Language and Literature, 9 (4), 43-61
Editora
International Association for the Improvement of Mother Tongue Education