Dificuldades ortográficas na escrita no ensino fundamental

Abstract

RESUMOO presente estudo teve por objetivo identificar o desempenho em escrita de crianças que frequentavam regularmente o ensino fundamental. Foi aplicada uma prova de escrita em 546 crianças, com faixa etária entre 7 e 13 anos, de ambos os sexos, que frequentavam 2ª e 3ª séries de escolas públicas e privadas do estado de São Paulo. Os resultados revelaram que os participantes da 3ª série apresentaram um desempenho melhor do que os da 2ª série, apesar de apresentarem pontuação máxima e mínima igual. A categoria na qual foi verificada maior dificuldade foi a das palavras com sílabas compostas, enquanto àquelas com encontros consonantais e dígrafos foram as que os estudantes mais acertaram. Ao lado disso, os estudantes da escola particular revelaram maior competência em escrita ortográfica do que os que frequentavam as escolas públicas. Quanto ao gênero, apenas não houve diferença significativa de desempenho entre meninas e meninos para os itens com sílaba composta e complexa, nos demais itens as meninas apresentaram os melhores resultados. Palavras-chave: escrita; rendimento acadêmico; avaliação. ABSTRACT Ortographic Difficulties in Writing at a Basic Grade LevelThis study aimed to identify the performance in children's writing at a basic grade level. A written test was applied to 546 grade 2 or 3 boys and girls (aged 7 to 13) in public and private schools from the State of São Paulo. The results showed that the grade 3 participants presented a better performance than the grade 2 participants even though both groups have achieved the same maximum and minimum scores. It was confirmed that participants had more difficulty with words containing compound syllables, while words with aggregated consonants and digraphs were associated with the highest rate of correct answers. Furthermore, students from private school revealed more competence in orthographic writing than those coming from public schools. As to gender differences, there were no significant differences in performance for compound and complex syllables items though for other words, girls had better scores.

Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações

“…This finding is observed despite the attempt to obtain a homogeneous sample as all students were referred by their teachers as having good academic performance. Furthermore, these results also support the majority of Brazilian studies that compare the writing of elementary school students which have found poorer performance of students belonging to Public Schools, even without learning complaints (7,9,11,18,22,23).…”

Comparison of students from private and public schools on the spelling performance

“…The results of this study refute some research findings that suggest the school network, that is, public or private systems, as a factor interfering with academic performance as to spelling ability (3) , once there was no difference in mean of spelling errors among students at the fifth grade in GSPrS and GSPuS. Another study reported that schoolchildren at the fourth grade of private schools had less difficulty in writing compared with the students from public schools (16) , in agreement with our data when it comes to fourth grades in GSPrS and GSPuS.…”