Leitura e aprendizagem da ortografia: Um estudo com alunos de 4ª a 6ª série do Ensino Fundamental

• Ano de defesa: 2007
• Autor(a) principal: Zanella, Maura Spada
• Orientador(a): Maluf, Maria Regina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Escrita; Aprendizagem da ortografia
• Palavras-chave em Inglês: Writing; Learning of orthography
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16278

Orthographic issues have long been bothering teachers and students, not only at initial levels of school years but also at more advanced levels and a reason for criticism and discrimination inside and outside school. In the learning process of written language, once the initial phase of mastering the alphabetic code is overcome, it is important that children realize that the right spelling of words depends not only on the relation of grapheme/phoneme, but also on orthographic conventions. In the pedagogical practice the existence of a relation between reading activities and the ability to spell words correctly is often admitted. It is accepted that manipulation of text through reading has a positive influence on the learning process of orthographic rules. Reviewing literature in the area we could not find empirical evidence to support this hypothesis. Results of studies show that skilled readers use different routes to identify words and may use two types of strategies: the direct form of lexical recognition or the indirect route which is based upon phonological decodification. The use of these two routes does not seem to be excludent, that is, they are both a common trait in a skilled reader and complement each other in an interactive process. However, there is evidence that readers can differ according to the predominant use of one of these strategies. This study verified in what way the associations between reading and orthographic ability, if they exist, would be also linked to the kind of reading strategy used, a more phonological or more semantic/lexical strategy. In this study the denomination semantic/lexical reader was adopted to refer to the reader who depends mostly on the global recognition of the word without applying a punctual decodification, and phonological reader to the one who analyses more precisely the phonology of the word decodifying it. This study involved 267 fourth-grade to sixth-grade students from a school in the city of São Paulo. Tasks were used to evaluate reading and orthography skills. Performances on such assignments were subject to statistical tests. The findings show significant differences between the writing performance of the reader who depends mostly on the global recognition of the word (semantic/lexical reader) and the reader who depends mostly on the phonology (phonological reader), the latter showing better performance. We can conclude that the reader s profile is an important factor when it comes to improving orthography. The phonological reader perceives the correct orthography of words when compared with the semantic/lexical readers, which favors the writing correct. We consider that this study has a pedagogical relevance once the results achieved may be used in reflections on orthography teaching in the context of Brazilian schools