Relações entre habilidades metafonológicas, explicitação verbal e desempenho ortográfico
Resumo
Para a criança aprender a escrever de forma adequada terá que compreender, e não só memorizar, muitas das regras ortográficas de nossa língua. Buscando compreender o efeito da explicitação do conhecimento em níveis distintos para a apropriação da ortografia, esse estudo teve como objetivo relacionar o domínio ortográfico com o desempenho de crianças de terceiro e quinto ano em tarefas de habilidades metafonológicas e o nível de explicitação sobre as restrições regulares da norma ortográfica. Os resultados apontaram que quanto maior a capacidade de manipulação sobre as regras estudadas melhor o desempenho ortográfico. Tal desempenho também está relacionado ao aumento da escolaridade e ao domínio das habilidades metafonológicas. Concluímos, desse modo, que o ensino da ortografia deve levar o aprendiz a refletir de forma explícita sobre as regras estudadas.
Palavras-chave: Ortografia, Consciência Fonológica, Norma ortográfica.
The relationship present among the metaphonological abilities, the verbal explicitation and the orthography performance.
AbstractFor a child learn how to write properly she must understand and not only memorize many of the orthography rules of our written language. Trying to understand the effect of explicit knowledge in different levels for the orthography appropriation, the objective of the present research was to relate the orthography domain performance of children from the third and fifth grade in metaphonological abilities tasks and the explicit level about the regular restrains of the orthography rules. The results showed that higher wasthe ability of manipulation of the orthographic rules higher will be the spelling performance. That performance is related to the schooling increase and to the metaphonological abilities domain. Thus, we conclude that the orthography teaching must drive the apprentices to though in a explicit forma about thestudied rules.
Keywords: Spelling, Phonological awareness, Orthographic norm.
Palavras-chave: Ortografia, Consciência Fonológica, Norma ortográfica.
The relationship present among the metaphonological abilities, the verbal explicitation and the orthography performance.
AbstractFor a child learn how to write properly she must understand and not only memorize many of the orthography rules of our written language. Trying to understand the effect of explicit knowledge in different levels for the orthography appropriation, the objective of the present research was to relate the orthography domain performance of children from the third and fifth grade in metaphonological abilities tasks and the explicit level about the regular restrains of the orthography rules. The results showed that higher wasthe ability of manipulation of the orthographic rules higher will be the spelling performance. That performance is related to the schooling increase and to the metaphonological abilities domain. Thus, we conclude that the orthography teaching must drive the apprentices to though in a explicit forma about thestudied rules.
Keywords: Spelling, Phonological awareness, Orthographic norm.