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Os erros ortográficos: um programa de intervenção para alunos do 3º ano de escolaridade
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Abstract(s)
O presente estudo tem como objetivo estudar o desempenho ortográfico em crianças do 3º ano do Ensino Básico, uma vez que é neste ano de escolaridade que são consolidadas as regras convencionais da escrita. Para tal, recorreu-se a um programa de intervenção, composto por grelhas que funcionam como regulador do processo de aprendizagem da ortografia e que procura diminuir da frequência de erros ortográficos (erros contextuais e morfológicos).
A amostra do estudo é constituída por 30 crianças do 3º ano de escolaridade, divididas em dois grupos, grupo experimental e grupo controlo, sendo ambos os grupos equivalentes quanto ao nível intelectual e ao desempenho ortográfico. A avaliação da evolução do pré-teste, do pós-teste imediato e do pós-teste diferido, realizou-se através do ditado, composto por 44 palavras nos três momentos avaliativos, onde integravam palavras que implicavam o domínio de regras contextuais e regras morfológicas e morfossintáticas. Posteriormente, após a aplicação do programa de intervenção, realizou-se uma análise qualitativa onde foram avaliados os graus de interação das regras trabalhadas.
Ao comparar o desempenho nos três momentos de avaliação, os resultados que obtivemos permitem-nos concluir que existiu uma evolução positiva, onde se verificou uma redução estatisticamente significativa após a aplicação do programa de intervenção no que se refere ao número total de erros das duas regras ortográficas trabalhadas, praticados pelos alunos do grupo experimental.
The present study aims to study the spelling performance on children in the 3rd year of Basic Education, since the conventional rules of writing are consolidated in this school year. To accomplish this, we used an intervention program, composed of grids that act as a regulator of the spelling learning process and that seeks to reduce the frequency of spelling errors (contextual and morphological errors). The study sample consisted of 30 children from the third grade, divided into two groups, experimental group and control group, both groups being equivalent in terms of intellectual level and spelling performance. The assessment of the evolution of the pretest, the immediate posttest and the deferred posttest was performed through dictation, composed by 44 words in the three different moments, which included words that implied the mastery of contextual, morphological and morphosyntactic rules. Subsequently, after the application of the intervention program, a qualitative analysis was performed in which the degrees of interaction of the worked rules were evaluated. By comparing the performance in the three evaluative moments, the results obtained allow us to conclude that there was a positive evolution, which showed a statistically significant reduction after the application of the intervention program regarding the total number of errors of the two orthographic rules applied, practiced by the students of the experimental group.
The present study aims to study the spelling performance on children in the 3rd year of Basic Education, since the conventional rules of writing are consolidated in this school year. To accomplish this, we used an intervention program, composed of grids that act as a regulator of the spelling learning process and that seeks to reduce the frequency of spelling errors (contextual and morphological errors). The study sample consisted of 30 children from the third grade, divided into two groups, experimental group and control group, both groups being equivalent in terms of intellectual level and spelling performance. The assessment of the evolution of the pretest, the immediate posttest and the deferred posttest was performed through dictation, composed by 44 words in the three different moments, which included words that implied the mastery of contextual, morphological and morphosyntactic rules. Subsequently, after the application of the intervention program, a qualitative analysis was performed in which the degrees of interaction of the worked rules were evaluated. By comparing the performance in the three evaluative moments, the results obtained allow us to conclude that there was a positive evolution, which showed a statistically significant reduction after the application of the intervention program regarding the total number of errors of the two orthographic rules applied, practiced by the students of the experimental group.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia Educacional
Keywords
Desempenho ortográfico Aprendizagem autorregulada Programa de intervenção Regras contextuais e morfológicas Spelling performance Self-regulated learning Intervention program Contextual and morphological rules