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Publication
Impacto de um programa de escrita na competência ortográfica de crianças a frequentar o 2º ano do Ensino Básico
Advisor(s)
Abstract(s)
Este trabalho teve como objetivo avaliar o impacto da participação num programa
de escrita na evolução em ortografia de alunos do 2º ano quanto às regras contextuais e verificar
quais as regras contextuais que as crianças dominavam à partida. Procurou-se ainda analisar a
existência de uma correlação entre a consciência fonémica e o desempenho ortográfico.
Participaram neste estudo 19 crianças de uma turma de 2º ano, das quais 11, que foram avaliadas
quanto à consciência fonémica, formaram o grupo experimental, e as restantes 8 formaram um
grupo de comparação. Todas as crianças realizaram um ditado em pré e pós-teste, formado por
15 palavras cuja escrita era orientada por uma regra contextual. As crianças do grupo
experimental participaram num programa de escrita em pequenos grupos, constituído por cinco
sessões, sendo que em cada sessão se trabalhou uma regra: uso de <qu> antes de <e> e <i>; uso
de <j> antes de <a>, <o> e <u>; uso de <m> antes de <b> e <p>; regras que orientam a
representação dos fonemas [R] e [r]; uso de <z> no início da palavra. Observou-se uma ligeira
evolução no desempenho ortográfico das crianças, não se verificando diferenças significativas
entre o grupo experimental e o grupo de comparação. De entre as regras estudadas, a que as
crianças dominam melhor é a regra de utilização de <j>, sendo a regra <m> antes de <b> e <p>
aquela em que os alunos revelaram maiores dificuldades. Verificou-se uma correlação
significativa entre a consciência fonémica e o desempenho ortográfico.
The aim of this study was to assess the impact of a spelling program on the evolution of the orthographic performance of pupils attending 2nd grade, specifically the learning of contextual orthographic rules, as well as to ascertain which rules the students had previously acquired. Furthermore, we aimed to verify the existence of a correlation between phonemic awareness and orthographic performance. The participants were 19 students from a 2nd grade class, 11 of whom formed the experimental group, who were assessed as to their phonemic awareness, and the remaining 8 formed a comparison group. All the children performed a spelling test, consisting of 15 words, each exemplary of a contextual rule. The experimental group was further divided into three sub-groups, who took part in a spelling program, consisting of five sessions, with each focusing on one specific rule: Use of <qu> before <e> and <i>; use of <j> before <a>, <o> and <u>; use of <m> before <b> and <p>; rules that guide the graphic representation of the phonemes [R] and [r]; use of <z> at the beginning of a word. We observed a slight evolution in the orthographic performance of the children, with no significant differences between the experimental group and the comparison group. Among the rules studied, the one that the children had best acquired was the use of <j>; the use of <m> before <b> and <p> was the rule in which greater difficulties were displayed. There was a significant correlation between phonemic awareness and spelling performance.
The aim of this study was to assess the impact of a spelling program on the evolution of the orthographic performance of pupils attending 2nd grade, specifically the learning of contextual orthographic rules, as well as to ascertain which rules the students had previously acquired. Furthermore, we aimed to verify the existence of a correlation between phonemic awareness and orthographic performance. The participants were 19 students from a 2nd grade class, 11 of whom formed the experimental group, who were assessed as to their phonemic awareness, and the remaining 8 formed a comparison group. All the children performed a spelling test, consisting of 15 words, each exemplary of a contextual rule. The experimental group was further divided into three sub-groups, who took part in a spelling program, consisting of five sessions, with each focusing on one specific rule: Use of <qu> before <e> and <i>; use of <j> before <a>, <o> and <u>; use of <m> before <b> and <p>; rules that guide the graphic representation of the phonemes [R] and [r]; use of <z> at the beginning of a word. We observed a slight evolution in the orthographic performance of the children, with no significant differences between the experimental group and the comparison group. Among the rules studied, the one that the children had best acquired was the use of <j>; the use of <m> before <b> and <p> was the rule in which greater difficulties were displayed. There was a significant correlation between phonemic awareness and spelling performance.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para
obtenção de grau de Mestre na especialidade de
Psicologia Educacional
Keywords
Ortografia Regras contextuais Programa de escrita Orthography Contextual rules Spelling program