Análise das Estratégias de Escrita de Crianças Pré-Escolares em Português do Brasil

Abstract

ResumoNeste estudo tivemos três objetivos: 1) investigar as estratégias que pré-escolares usam para escrever palavras em português do Brasil; 2) analisar os diferentes tipos de escrita e de letras usadas; e 3) criar critérios explícitos para classificar as escritas das crianças e servir como parâmetros para pesquisas e práticas pedagógicas. Os participantes foram 38 crianças com idade média de 70.3 meses. As crianças foram avaliadas por um ditado de 15 palavras e tarefas de conhecimento de letras, consciência fonológica (silábica e fonêmica) e inteligência não-verbal. As escritas foram digitadas e analisadas de acordo com critérios elaborados com base nas estratégias de escrita observadas. Os resultados mostraram que a maioria das crianças utilizou predominantemente estratégias alfabéticas parciais, que refletem a aquisição e o uso do conhecimento de letras e da consciência fonêmica.Palavras-chave: Linguagem escrita; ortografia; alfabetização. Analysis of Preschool Children's Spelling Strategies in Brazilian Portuguese AbstractIn this study we had three objectives: 1) to investigate the strategies preschoolers use to write words in Brazilian Portuguese; 2) analyze the different types of writing and letters used; And 3) create explicit criteria for classifying children's writing and it could serve as parameters for research and pedagogical practices. The participants were 38 children with mean age of 70.3 months. The children were evaluated by a dictation of 15 words and tasks of letter knowledge, phonological awareness (syllabic and phonemic) and nonverbal intelligence. The writings were typed and analyzed according to criteria elaborated based on the writing strategies observed. The results showed that most children predominantly used partial alphabet strategies, which reflect the acquisition and use of letter knowledge and phonemic awareness.Keywords: Written language; spelling; literacy. Análisis de las Estrategias de Escritura de Niños Preescolares en portugués de Brasil ResumenEn este estudio tuvimos tres objetivos: 1) investigar las estrategias que preescolares usan para escribir palabras en portugués de Brasil; 2) analizar los diferentes tipos de escritura y de letras usadas; y 3) crear criterios explícitos para clasificar las escrituras de los niños y servir como parámetros para investigaciones y prácticas pedagógicas. Los participantes fueron 38 niños con edad media de 70.3 meses. Los niños fueron evaluados por un dictado de 15 palabras y tareas de conocimiento de letras, consciencia fonológica (silábica yfonética) e inteligencia no-verbal.Las escrituras fueron digitadas y analizadas de acuerdo con criterios elaborados con base en las estrategias de escritura observadas. Los resultados enseñaron que la mayoría de los niños utilizó predominantemente estrategias alfabéticas parciales, que reflejan la adquisición y el uso del conocimiento de letras y de la consciencia fonética.

Early Context-Conditioned Orthographic Knowledge in European Portuguese: The Spelling of the Schwa

“…Five-year old kindergartners with very little tuition in written language but knowing some letters, would spell <HR> for the word agarre (/ a gaR/-grasp) using the name of the first consonant (/ a ga/) and the sound of the second one (/R/), a phonologically high salient trill; the same children would spell <SD> for sede (/sed1/-thirst) where the first consonant name may be known as /se/ (there is another name too, /εs/) and the last consonant sound is /d1/, the latter possibly processed as a near syllable-like structure due to the schwa (Vale, 2000). Sargiani and Albuquerque (2016) verified that in a group of Brazilian kindergartners who knew an average of 20.6 out of 26 letters, 76.3% could represent some part or the entire sound sequence of words. Most of them (57.9%) used mainly letter names but also letter sounds (<dto> for /dedu/, finger; <kblo> for /kabelu/, hair) to assist their spellings.…”

“…At the beginning of formal schooling children rely heavily on phonology when spelling words, trying to match each sound they can detect in a word to a non-arbitrary letter (Caravolas, 2004;Pollo et al, 2005;Fernandes et al, 2008;Sargiani and Albuquerque, 2016;Chaves-Sousa et al, 2017).…”

Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers

“…In addition, there are data showing that instead of children writing letters to match only the number of syllables in words, a better explanation is that children write letters that represent salient sounds they detect in words (Cardoso-Martins & Batista, 2005). Sometimes this happens to correspond to the number of syllables when the words written are dissyllabic with canonical syllables (consonant-vowel; CV; Sargiani & Albuquerque, 2016). The fact that they choose letters that represent sounds rather than random letters unrelated to sounds shows that they are not just counting syllables.…”