Abstract

TEBEROSKY, Ana. Learning spelling, a supplement to writing. Invest. Práticas [online]. 2017, vol.7, n.3, pp.9-25. ISSN 2182-1372.

Spelling is the official channel of writing considered the correct one. But there are non-official forms of writings: for example, an alphabetic writing with phonographic correspondences may be readable, while not being orthographically correct. If reading is possible it is because spelling is a plus added to the alphabetic writing (Blanche-Benveniste, 2003). This distance between spelling and non-official writing refers to the difference between the graphic system, or the means of expressing the sounds of a language, and the spelling system or the imposition of certain spellings that prevent the appearance of other possibilities (Gak, 1976). In this article, we will reflect on these distinctions from an intervention experiment made to improve the teaching and learning of spelling in Catalan in the first courses of primary education. Firstly, we will describe the knowledge and limitations of students in these courses, and then outline the teachers’ directions that guided the intervention experience. These guidelines were based on two points of view: reading and writing in all courses and the extension of grammatical skills to understand spelling principles.

Keywords : spelling learning; graphotactic constraints; lexical and grammatical aspects.

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