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Dados de escrita em séries iniciais: ortografia, fonologia e textualidade

In this article, data from the research study Text production in elementary grades: Phonological and text-based evidence are presented. In 2002, this study gathered 1,649 texts from 227 children from the 2nd, 3rd and 4th grades in private schools (Fronza, 2004a, 2004b, 2004c). In these texts, words which presented differences from standard written conventions were identified. The differences were classified using an adaptation of Cagliari (1997), resulting in a collection of orthographic or conventional alterations and of phonological alterations (Varella and Cesaro, 2004); the classification was based on a consideration of the contexts regarding the position each item occupies in the structure of the syllable and of the word. After the identification of the alterations and the indication of significant progress within each collection, and from one grade to another_with the accompanying decrease of altered words_the study focused on the phonological occurrences, represented by MSS (Modification on the Segmental Structure) (Cagliari, 1997). In the cases of MSS, WMSS (Writing MSS) alterations are considered which indicated cases of changes in meaning from writing to reading, and of SMSS (Speech MSS), which refers to writing occurrences very similar to the ones produced in speech by children aged 2 to 4. From these texts, which represent a varied and rich production, a study was carried out on the relationship between the MSS alterations and aspects of textuality, veryfying to what extent such alterations would affect the texts negatively as for cohesion, coherence, and information (Beaugrande e Dressler, 1997). The resulting verifications and reflections offer direct contributions to the understanding of how children represent in writing the phonological system of a language (already mastered by most of them in the oral form), in order to inform a positive accompaniment in the overcoming of phonological difficulties, and taking into consideration that orthographic difficulties do extend throughout the years of formal education.

speech; writing; phonology; teaching


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