A produção da coda silábica na escrita de alunos do 3º ano do Ensino Fundamental I de uma escola pública municipal na cidade do Recife

• Ano de defesa: 2015
• Autor(a) principal: Dutra, Maria de Fátima Calógenas
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Apagamento/produção da coda silábica; Deletion/production coda; Aquisição da escrita; Leitura; Writing acquisition; Reading; LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/8450

The phonological acquisition considered normal happens when the language of the phonological system domain is spontaneously reached a common thread to most of the children within a certain age group of approximately 04 to 06 years, individual variations are evidenced in the construction of the phonological system. We proposed in this research investigation regarding the deletion / spelling production of coda for 7 students of the 3rd year of elementary school of a Municipal Public School in the city of Recife, from the chart record. The corpus will consist of written texts, observing the relationship between speech and spelling and interference that the written language learning process. The written testing instrument will be applied in order to observe to what extent is given the intervention of speech in writing regarding the deletion of syllable codas r, s, l in medial and final position of words, sentences and texts. We will focus on those records that alter the structure of the syllable, describing the way in which students record or not in its written coda position of syllables consisting of a consonant segment r, s, l. We start from the design based on the syllable syllable theory (SELKIRK, 1982), studies on syllable (HORA, 2006), theory of writing psychogenesis (FERREIRO; TEBEROSKY, 1999), (BORTONI-RICARDO, 2006), among others. As for the methodology, was classified as an experimental research of a qualitative nature, which initially made the collection of written words, containing the syllabic structure of coda filled by r, s, l, which was verified interference of speech in writing and in accordance with the observed errors, was initiated intervention with a didactic sequence with frequency of once a week for two months, using activities with phonological awareness. After completion of this was applied again to the same diagnosis made early in the process, in order to see if there was a change, improvement in students 'writing, where the data were analyzed and showed positive effects of the intervention on participants' performance.