Cristina Silva (*)
RESUMO
Este artigo pretende avaliar o efeito de dois programas de treino ortográfico centrados sobre a aprendizagem de sílabas complexas. Os participantes foram 69 crianças do 2.º ano de escolaridade com dificuldades de aprendizagem em ortografia, os quais foram divididos em três grupos equivalentes em termos de inteligência e desempenho ortográfico. No pré e pós-teste foi ditada uma lista de 40 palavras que incluíam sílabas complexas CVC e CCV. O Grupo Experimental 1 foi submetido a uma intervenção que incluía as seguintes tarefas: treino de segmentação fonémica; preenchimento de lacunas em palavras de um texto e produção textual baseado em imagens onde a escrita da história forçava à mobilização de palavras com sílabas complexas. O Grupo Experimental 2 foi submetido a uma intervenção que incluía o ensino das correspondências grafo-fonéticas e a cópia de palavras com sílabas complexas. O Grupo de Controlo realizou desenhos. Os nossos resultados demonstraram que as crianças do Grupo Experimental 1 evoluíram significativamente mais no desempenho ortográfico do que as crianças do Grupo Experimental 2 e Grupo de Controlo. Não foram encontradas diferenças no desempenho ortográfico no pós-teste entre as crianças do Grupo Experimental 2 e do Grupo de Controlo.
Palavras-chave: Ortografia, consciência fonémica, dificuldades de aprendizagem.
ABSTRACT
]]> This article addresses the issue of evaluating the effects of two training programs for learning to write complexes syllables. The participants were 69 poor spellers of 2nd grade, that were divided on three equivalent groups in terms of intelligence and orthographic performance. It was dictated a list of 40 words that include complexes syllables CVC and CCV at pre-test and post-test. Experimental Group 1 was submitted to a training intervention that include phonemic segmentation of syllables, completing words from a text and writing down a text based on a set images where must be used words with complexes syllables. Experimental Group 2 was submitted to a training intervention that include teaching graph-phonetic relations and copying words with complexes syllables. The control group made drawings. Our results show that Experimental Group 1 evolved significantly more than Experimental Group 2 and Control Group on orthographic performance at post-test. There were no differences between Experimental Group 2 and Control Group on orthographic performance at post-test.Key words: Orthography, phonemic awareness, learning difficulties.
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(*) Instituto Superior de Psicologia Aplicada, Lisboa. E-mail: csilva@ispa.pt