Desempenho ortográfico em fonemas fricativos e estrutura da sílaba no Ensino Fundamental I
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Data
2023-02-23
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Universidade Estadual Paulista (Unesp)
Resumo
A fim de responder em que medida tendências fonético-fonológicas se fazem mostrar na escrita de crianças do Ensino Fundamental I (EF I), no que se refere à correspondência entre fonemas fricativos e grafemas com que comparecem na ortografia, propusemos três objetivos: (1) descrever o desempenho ortográfico de fonemas fricativos ao longo do EF I; (2) verificar em que medida esse desempenho seria influenciado pela posição silábica e pelo ano escolar; (3) verificar se os tipos de erros seriam influenciados pela posição silábica e/ou ano escolar. A presente investigação foi norteada pela hipótese de que tanto o desempenho ortográfico quanto a ocorrência dos diferentes tipos de erros seriam influenciados pela posição silábica e pela seriação escolar. Essa hipótese foi fundamentada na organização hierárquica da sílaba proposta por Selkirk (1982); também, em aspectos fonético-fonológicos dessa classe fonológica; e, ainda, em aspectos da ortografia do Português Brasileiro. Para o desenvolvimento desta investigação, analisamos 302 produções textuais de crianças do 1º ao 5º ano do Ensino Fundamental I de uma escola pública do interior paulista. Essas produções compõem um banco de dados, coletado no ano de 2016, e foram baseadas na reescrita de quatro narrativas. Verificamos, nessas produções, todas as ocorrências de grafemas que remetiam a fonemas fricativos nas posições de ataque simples, 1ª posição de ataque ramificado, coda simples e 2ª posição de coda complexa. As ocorrências foram classificadas em acertos e erros; esses últimos foram, ainda, classificados em substituições e omissões. Devido ao baixo número de ocorrências, foram descartados os dados referentes às posições silábicas de ataque ramificadoe de coda complexa. Como resultados, observamos: (1) aumento dos acertos e diminuição dos erros com o avanço na trajetória escolar; (2) maior número de erros na posição silábica de ataque simples; (3) diferenças entre anos escolares apenas do 5º com o 2º e 3º anos; (4) maior ocorrência de substituições em todos os anos analisados; e (5) dependência do tipo de erro em relação à posição silábica (na posição de ataque simples, observamos predomínio de substituições e, na posição de coda simples, predomínio de omissões). Os resultados e as tendências discutidas apontaram para a influência de aspectos fonético-fonológicos na ortografia de fonemas fricativos das produções textuais analisadas. Mas não somente, pois observamos que o sucesso práticas de letramento como as de alfabetização também demonstraram ação na ortografia. Esperamos que a presente investigação traga contribuições para um melhor entendimento das relações entre aspectos fonético-fonológicos na ortografia de crianças, bem como para o desenvolvimento de práticas pedagógicas e clínicas envolvendo essa temática.
To verify the extent to which phonetic-phonological trends are revealed in the writing of children in Elementary School I (EF I) regarding the correspondence between fricative phonemes and graphemes with which they appear in spelling, we proposed three objectives: (1) to describe the spelling performance of fricative phonemes throughout EF I; (2) to check to what extent this performance would be influenced by syllabic position and school grade; (3) to verify whether the types of errors would be influenced by syllabic position and/or school grade. The present investigation was guided by the hypothesis that both spelling performance and the occurrence of different types of errors would be influenced by syllabic position and school grade. This hypothesis was based on the hierarchical organization of the syllable proposed by Selkirk (1982); in addition to phonetic-phonological aspects of this phonological class; and, in aspects of Brazilian Portuguese spelling. For the development of this investigation, we analyzed 302 textual productions by children from the 1st to the 5th grade of Elementary School I in a public school in the countryside of São Paulo state. These productions make up a database collected in 2016 and were based on the rewriting of four narratives. We verified, in these productions, all the occurrences of graphemes that referred to fricative phonemes in the simple onset position, medial onset, simple coda and 2nd position of complex coda. Occurrences were classified into right or wrong answers; the latter were further classified into substitutions and omissions. The data referring to the syllable positions of medial onset and complex coda were discarded due to the low number of occurrences. As results, we observed: (1) increase in correct answers, and decrease in errors with the progress in school trajectory; (2) greater number of errors in the simple onset syllable position; (3) differences between school years only from the 5th to the 2nd and 3rd grades; (4) higher occurrence of substitutions in all analyzed years; and (5) dependence on the type of error in relation to the syllable position (in the simple onset position, we observed a predominance of substitutions and, in the simple coda position, a predominance of omissions). The discussed results and trends pointed to the influence of phonetic-phonological aspects on the spelling of fricative phonemes of the analyzed textual productions. But not only that, as we observed that the success of literary practices such as literacy also showed action on spelling. We expect this investigation will bring contributions to a better understanding of the relationships between phonetic-phonological aspects in children's spelling, as well as to the development of pedagogical and clinical practices involving this theme.
To verify the extent to which phonetic-phonological trends are revealed in the writing of children in Elementary School I (EF I) regarding the correspondence between fricative phonemes and graphemes with which they appear in spelling, we proposed three objectives: (1) to describe the spelling performance of fricative phonemes throughout EF I; (2) to check to what extent this performance would be influenced by syllabic position and school grade; (3) to verify whether the types of errors would be influenced by syllabic position and/or school grade. The present investigation was guided by the hypothesis that both spelling performance and the occurrence of different types of errors would be influenced by syllabic position and school grade. This hypothesis was based on the hierarchical organization of the syllable proposed by Selkirk (1982); in addition to phonetic-phonological aspects of this phonological class; and, in aspects of Brazilian Portuguese spelling. For the development of this investigation, we analyzed 302 textual productions by children from the 1st to the 5th grade of Elementary School I in a public school in the countryside of São Paulo state. These productions make up a database collected in 2016 and were based on the rewriting of four narratives. We verified, in these productions, all the occurrences of graphemes that referred to fricative phonemes in the simple onset position, medial onset, simple coda and 2nd position of complex coda. Occurrences were classified into right or wrong answers; the latter were further classified into substitutions and omissions. The data referring to the syllable positions of medial onset and complex coda were discarded due to the low number of occurrences. As results, we observed: (1) increase in correct answers, and decrease in errors with the progress in school trajectory; (2) greater number of errors in the simple onset syllable position; (3) differences between school years only from the 5th to the 2nd and 3rd grades; (4) higher occurrence of substitutions in all analyzed years; and (5) dependence on the type of error in relation to the syllable position (in the simple onset position, we observed a predominance of substitutions and, in the simple coda position, a predominance of omissions). The discussed results and trends pointed to the influence of phonetic-phonological aspects on the spelling of fricative phonemes of the analyzed textual productions. But not only that, as we observed that the success of literary practices such as literacy also showed action on spelling. We expect this investigation will bring contributions to a better understanding of the relationships between phonetic-phonological aspects in children's spelling, as well as to the development of pedagogical and clinical practices involving this theme.
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Análise Linguística, Educação, Fonoaudiologia, Fonologia, Ortografia, Orthography, Fricative phonemes, Syllable, Elementary school