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Relacionar a consciência fonológica, consciência morfológica e os erros ortográficos em alunos com e sem dificuldades de aprendizagem do 2º ano de escolaridade
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Advisor(s)
Abstract(s)
O objectivo desta investigação foi estudar a relação da consciência fonológica,
consciência morfológica e os erros ortográficos em crianças com e sem dificuldades de
aprendizagem. A amostra constituiu um total de 30 participantes (15 do sexo masculino e 15
do sexo feminino) sendo que 15 crianças apresentavam dificuldades de aprendizagem e 15
crianças sem dificuldades do 2º ano de escolaridade.
Procedeu-se à análise estatística dos dados com a utilização do SPSS, realizando o teste
t-student e a correlação de pearson.
Os resultados demonstraram que globalmente existe uma relação entre a consciência
Fonológica e os resultados obtidos pelas crianças sem dificuldades de aprendizagem, o
mesmo acontece com as provas de consciência morfológica, e de selecção ortográfica/ditado
as crianças sem dificuldades apresentam melhores resultados.
Verificou-se também neste estudo que a consciência fonológica e a consciência
morfológica têm influência no tipo de erros estudado, constatando assim o efeito e
importância destas capacidades metalinguísticas na aprendizagem da ortografia e nas
representações ortográficas das crianças.
ABSTRACT: The goal of this research was to carry out a study pertaining to phonologic awareness, morphologic awareness and spelling mistakes made by children both with and without learning difficulties. The sample consisted of 30 individuals (15 male and 15 female), 15 of which were children with learning difficulties and the remainder, 15 without any, 2 year of education. The results underwent a statistical analysis with resort to SPSS, carrying out Student T-testing and Pearson Correlation. The results show that one can find a global relation between phonologic awareness and the results obtained by the children without any learning difficulties. The same applies to the testing in morphologic awareness and orthographic selection / dictation, where the children without any difficulties showed better performance. It was also observed during the course of this study that phonologic and morphologic awareness had an impact on the type of mistakes that were analysed, thus demonstrating the effect and importance of these metalinguistic capabilities in orthographic learning and the orthographic depictions of children.
ABSTRACT: The goal of this research was to carry out a study pertaining to phonologic awareness, morphologic awareness and spelling mistakes made by children both with and without learning difficulties. The sample consisted of 30 individuals (15 male and 15 female), 15 of which were children with learning difficulties and the remainder, 15 without any, 2 year of education. The results underwent a statistical analysis with resort to SPSS, carrying out Student T-testing and Pearson Correlation. The results show that one can find a global relation between phonologic awareness and the results obtained by the children without any learning difficulties. The same applies to the testing in morphologic awareness and orthographic selection / dictation, where the children without any difficulties showed better performance. It was also observed during the course of this study that phonologic and morphologic awareness had an impact on the type of mistakes that were analysed, thus demonstrating the effect and importance of these metalinguistic capabilities in orthographic learning and the orthographic depictions of children.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Consciência fonológica Consciência morfológica Ortografia Phonologic awareness Morphologic awareness Orthography