Acquisition de l'orthographe et modes cognitifs

Abstract

Les graphies que tracent les apprentis scripteurs sont le résultat de processus qui sont eux-mémes issus d'une certaine façon de comprendre et de percevoir la culture écrite environnante, Ces « mondes cognitifs» ne sont pas statiques mais se développent au contraire sous "influence de facteurs multiples (cognitifs, sociaux, culturels, etc.). Tels sont les présupposés théoriques de cette contribution qui présente en les ordonnant quelques-unes des premières conclusions d'une recherche collective sur l'ontogenése graphique, de la maternelle au lycée.

Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

“…Learning orthography depends, among other factors, on a metalinguistic knowledge of morphosyntactic phenomena, on adequate representations and processing of phonological information, which serve as a foundation for the phoneme-grapheme association (2,3,(5)(6)(7)(8) . In the Portuguese language, phonemes and graphemes establish both biunivocal and multiple relations.…”

“…Despite the recognized importance of processing different types of information, phonological information is undoubtedly the learning basis for the alphabetical principle, which is the first step towards mastering orthography. However, to reach this goal, in addition to phonological information processing, one must also have morphosyntactic and metagraphic skills (4,5) , knowledge of vocabulary, and auditory and visual memory; there are also education constraints, such as the teaching method's characteristics and the socio-cultural factors in the schooling context (2)(3)(4)(5)(6)(7)(8) . Therefore, hypotheses based on phonological, semantic and mophosyntactic analyses, along with memory of both spoken and written words, complete the learning of orthography (9,10) .…”

Aprender ortografia: O caso das sílabas complexas

“…Os nossos resultados sugerem que a aquisição da ortografia não se pode reduzir à apreensão de correspondências grafo-fonéticas e à sua aplicação mecânica à escrita. Do ponto de vista educativo, este estudo, a par de outros da mesma autora (Silva, 2005), sugere que as dificuldades de aprendizagem neste domínio poderão ser mais facilmente ultrapassadas desde que se tenham em conta a especificidades dos erros ortográficos e que os programas de intervenção integrem actividades de reflexão metalinguística sobre a estrutura da fala e sobre as restrições do código (Bousquet et al, 1999). O desenvolvimento do conhecimento ortográfico parece implicar uma gradual e explícita consciência da estrutura fonológica das palavras e das restrições contextuais e morfo-sintácticas associadas ao funcionamento da linguagem escrita.…”

Orthographic performances in a Portuguese primary school: A longitudinal study in third and fourth grades

“…Specifically, we need to take into account morphology (Fayol & Jaffré, 1999;Jaffré & Fayol, 1997;Perfetti, 1997), lexicon criteria (Barbeiro, 2007), grammar (Bousquet, et al, 1999;Jaffré & Fayol, 1997) and syntax (Barbeiro, 2007;Jaffré & Fayol, 1997;Mousty & Alegria, 1999 These variations suggest that learning the rules that link oral to written language demands a high level of conscious reflection that encompasses three aspects: a reflection about oral language, a reflection of written language and a reflection about the relations between both (Alves Martins & Niza, 1998). This conscious reflection, in an alphabetical system, requires the analysis of the sounds of language to the phoneme level, or, in other words, the development of phonemic awareness.…”