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Publication
Erros ortográficos: programa de intervenção com alunos do 2º ano de escolaridade
Advisor(s)
Abstract(s)
O presente estudo teve como objetivo avaliar o impacto de um programa de intervenção, com
vista à diminuição da frequência do número de erros ortográficos.
Ao longo da intervenção, foi utilizada uma grelha que funcionou como orientadora e
reguladora do processo de aprendizagem, permitindo uma revisão e reflexão específica sobre
regras ortográficas contextuais e alguns erros ortográficos resultantes de uma análise
deficiente d estrutura fonológica das palavras.
Os participantes do estudo foram 29 crianças do 2º ano de escolaridade, divididas por um
grupo experimental e um grupo de controlo. A equivalência dos grupos foi garantida quer a
nível intelectual como no desempenho ortográfico.
No início de cada sessão individual de intervenção, realizou-se um ditado de palavras. No
grupo experimental, os erros foram sublinhados e procedeu-se à correção dos mesmos, de
acordo com as indicações da grelha. No grupo de controlo, as crianças realizaram os ditados e
corrigiram os seus erros, escrevendo três vezes as palavras corretas.
Nos momentos de avaliação pré-teste e pós-testes, de forma a avaliar a evolução das crianças,
realizou-se o mesmo ditado de 64 palavras. Verificou-se uma evolução significativa dos
resultados na diminuição do número de erros do grupo experimental, comparativamente ao
grupo de controlo, na totalidade das palavras e também em cada tipo de erro analisado.
The aim of this study was to evaluate the impact of an intervention program, with a view to reduce the frequency of the number of spelling errors. During the intervention, a grid was used as a guide and regulator of the learning process, allowing a specific review and reflection on contextual spelling rules and some spelling errors allow a poor analysis of the phonological structure of words. The study participants were 29 children of the 2nd grade class, divided into experimental group and control group. The equivalence of the groups was guaranteed both intellectually and in spelling performance. At the beginning of each individual intervention session, a dictation of words was made. In the experimental group, the errors were underlined and corrected according to the grid indications. In the control group, the children performed the dictations and corrected their errors by writing the correct words three times. In the pre-test and post-test evaluation moments, in order to assess the children’s evolution, the same 64-word dictation was performed. There was a significant evolution of the results in decreasing the number of errors of the experimental group, compared to the control group, in all the words and also in each type of error analyzed.
The aim of this study was to evaluate the impact of an intervention program, with a view to reduce the frequency of the number of spelling errors. During the intervention, a grid was used as a guide and regulator of the learning process, allowing a specific review and reflection on contextual spelling rules and some spelling errors allow a poor analysis of the phonological structure of words. The study participants were 29 children of the 2nd grade class, divided into experimental group and control group. The equivalence of the groups was guaranteed both intellectually and in spelling performance. At the beginning of each individual intervention session, a dictation of words was made. In the experimental group, the errors were underlined and corrected according to the grid indications. In the control group, the children performed the dictations and corrected their errors by writing the correct words three times. In the pre-test and post-test evaluation moments, in order to assess the children’s evolution, the same 64-word dictation was performed. There was a significant evolution of the results in decreasing the number of errors of the experimental group, compared to the control group, in all the words and also in each type of error analyzed.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção do grau de
Mestre na especialidade de Psicologia
Educacional.
Keywords
Ortografia Crianças do primeiro ciclo Autorregulação da aprendizagem Orthography Elementary school children Self-regulation of learning