Loading...
Publication
Interação, revisão, autorregulação: o seu impacto no desempenho ortográfico
Advisor(s)
Abstract(s)
Pretende-se neste estudo investigar o impacto de um programa de escrita que utiliza suportes estruturados (Grelhas de Correção) que funcionam como objeto de revisão ortográfica e simultaneamente comparar o efeito deste procedimento quando é realizado individualmente ou a pares. Participaram neste estudo 60 crianças do 3 º ano de escolaridade divididas em dois Grupos Experimentais e um Grupo de Controlo. De modo a avaliar a evolução do pré para o pós-teste, realizou-se um ditado com 76 palavras nos dois momentos avaliativos, os quais integravam palavras cuja ortografia correta implicava o domínio de regras contextuais, morfossintáticas e a capacidade de análise da estrutura fonológica de palavras específicas. Foi construída uma Grelha de Correção com orientações sobre as regras acima referidas que foi usada pelos alunos como instrumento de revisão.
Entre o pré e o pós-teste os alunos efectuaram 9 sessões de intervenção onde realizaram ditados de palavras. No Grupo Experimental 1 foram sublinhados os erros, pedindo-se às crianças que os corrigissem de acordo com as indicações da Grelha. No Grupo Experimental 2 foram criadas díades, solicitando-se às crianças que corrigissem os erros em interação com o auxílio da Grelha. No Grupo de Controlo as crianças realizavam os ditados, copiando 3 vezes as palavras erradas após correção.
Os resultados apontaram para uma significativa evolução dos dois Grupos Experimentais em relação ao Grupo de Controlo. Verificou-se ainda uma significativa superioridade do grupo Experimental 2 na diminuição do total de erros e em cada uma das regras quando comparado com o Grupo Experimental 1.
This study aimed to assess the effect of a spelling programme that makes use of a structural support (Correction Grid) as a means of orthographic revision, while also comparing this procedure’s effect when done individually or with a pair. In this study 60 third grade children were divided in two Experimental Groups and a Control Group. In order to evaluate their progress between a pre and a post-test, a 76-word spelling test comprising contextual and morpho-syntactic rules, as well as phonological structural analysis of specific words were performed by the groups. A Correction Grid with guiding lines about the mentioned rules was made to be used by the children as a revision instrument. The pre and post-test intervention programme comprised 9 spelling tests’ sessions. Experimental Group 1 errors were signaled by the investigator and then corrected by the children individually as suggested by the Grid. Experimental Group 2 errors were signaled by the investigator. These children interacted in pairs to correct their errors as suggested by the Grid. Control Group errors were signaled by the investigator, who helped the children to correct them. Three times redaction of the corrected word ensued. Results suggest a significant improvement of both Experimental Groups when compared with the Control Group. Also, Experimental Group 2 performance regarding total and each rule errors’ decrease was significantly higher when compared with Experimental Group 1.
This study aimed to assess the effect of a spelling programme that makes use of a structural support (Correction Grid) as a means of orthographic revision, while also comparing this procedure’s effect when done individually or with a pair. In this study 60 third grade children were divided in two Experimental Groups and a Control Group. In order to evaluate their progress between a pre and a post-test, a 76-word spelling test comprising contextual and morpho-syntactic rules, as well as phonological structural analysis of specific words were performed by the groups. A Correction Grid with guiding lines about the mentioned rules was made to be used by the children as a revision instrument. The pre and post-test intervention programme comprised 9 spelling tests’ sessions. Experimental Group 1 errors were signaled by the investigator and then corrected by the children individually as suggested by the Grid. Experimental Group 2 errors were signaled by the investigator. These children interacted in pairs to correct their errors as suggested by the Grid. Control Group errors were signaled by the investigator, who helped the children to correct them. Three times redaction of the corrected word ensued. Results suggest a significant improvement of both Experimental Groups when compared with the Control Group. Also, Experimental Group 2 performance regarding total and each rule errors’ decrease was significantly higher when compared with Experimental Group 1.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional
Keywords
Ortografia Aprendizagem autorregulada Crianças primeiro ciclo orthography self-regulated learning Elementary School children