Authors
Advisor(s)
Abstract(s)
A presente investigação tem como principal objectivo avaliar a relação entre a
consciência fonológica (a capacidade para apreender e manipular os segmentos orais
das palavras), a consciência morfológica (a capacidade para reflectir sobre a estrutura
morfológica das palavras) e a consciência sintáctica (a capacidade de reflectir
apropriadamente sobre a organização gramatical das frases e de contemplar nesta a
reflexão dos aspectos da sintaxe e da semântica) no sucesso na aquisição da
ortografia. Constitui-se, para este estudo correlacional, uma amostra de 60 crianças, 30
do 2º ano de escolaridade e 30 do 3º ano de escolaridade.
Foram usadas nesta investigação, as Matrizes Progressivas de Raven, uma tarefa
Ditado de palavras isoladas, as provas de Supressão do Fonema Inicial, prova de
Analogias e a prova de Reflexão Morfo-Sintáctica.
Procedeu-se à análise estatística dos dados com a utilização do programa SPSS,
realizando-se o teste t-Student e o teste de correlação de Person.
Os resultados obtidos permitiram-nos verificar que não existe diferença entre o
2º e 3º ano de escolaridade quer na natureza dos erros cometidos pelas crianças quer no
desempenho ortográfico. Constatou-se, também, a relação ainda que negativa e baixa,
entre a consciência fonológica, os erros morfológicos e estritamente fonéticos. A
relação negativa e baixa entre a consciência morfológica e os erros estritamente
fonéticos. E, a relação baixa e negativa entre a consciência sintáctica, os erros
morfológicos e estritamente fonéticos. Deste modo, a importância destas habilidades
metalinguísticas na aprendizagem da ortografia e nas representações ortográficas é
confirmado
ABSTRACT: This research has main objective to evaluate the relationship between phonological awareness (the ability to grasp and manipulate the oral segments of words), morphological awareness (the ability to reflect on the morphological stucture of words) and syntactic awareness (the ability to reflect appropriately on the grammatical organization of sentences and to include in this reflection of aspects of the syntax and semantics) in the successful acquisition of spelling. It constitutes, for this correlational study, a sample of 60 children, 30 of the 2º grade and 30 in 3º grade. Were used in this investigation, the Raven's Progressive Matrices, a task Dictated single words, evidence of Suppression of the Initial Phoneme, evidence and proof Analogies Morpho-syntactic reflection. We performed the statistical analysis using the SPSS program, performing the test T-Student test and correlation Person. The results allowed us to verify that there is no difference between the 2nd and 3rd years of schooling both in the nature of the errors committed by children or in spelling performance. It was noted also that the relationship is still negative and low, between the phonological, morphological errors and strictly phonetic. The low and negative relationship between morphological awareness and strictly phonetic errors. And, low and negative relationship between awareness syntactic, morphological errors and strictly phonetic. Thus, the importance of metalinguistic abilities in learning spelling and orthographic representations is confirmed.
ABSTRACT: This research has main objective to evaluate the relationship between phonological awareness (the ability to grasp and manipulate the oral segments of words), morphological awareness (the ability to reflect on the morphological stucture of words) and syntactic awareness (the ability to reflect appropriately on the grammatical organization of sentences and to include in this reflection of aspects of the syntax and semantics) in the successful acquisition of spelling. It constitutes, for this correlational study, a sample of 60 children, 30 of the 2º grade and 30 in 3º grade. Were used in this investigation, the Raven's Progressive Matrices, a task Dictated single words, evidence of Suppression of the Initial Phoneme, evidence and proof Analogies Morpho-syntactic reflection. We performed the statistical analysis using the SPSS program, performing the test T-Student test and correlation Person. The results allowed us to verify that there is no difference between the 2nd and 3rd years of schooling both in the nature of the errors committed by children or in spelling performance. It was noted also that the relationship is still negative and low, between the phonological, morphological errors and strictly phonetic. The low and negative relationship between morphological awareness and strictly phonetic errors. And, low and negative relationship between awareness syntactic, morphological errors and strictly phonetic. Thus, the importance of metalinguistic abilities in learning spelling and orthographic representations is confirmed.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Aprendizagem da ortografia Consciência fonológica Consciência morfológica Consciência sintáctica e natureza dos erros ortográficos Learning the spelling Phonological awareness Morphological awareness Awareness and syntactic nature of spelling errors