Estudo sobre os erros (orto)gráficos e os resultados de testes de leitura (TCLPP) e consciência fonológica (CONFIAS) em dados de crianças de 1ª a 4ª séries do ensino fundamental

Abstract

This thesis sought to describe and analyze the quality of (ortho)graphic errors in spontaneous texts produced by children in the early years of elementary school, from two public schools - one state and the other municipal - and the results obtained by them in reading and phonological awareness tests. As well as discussing the possible relationships between the results of the three data sets under study. Data obtained by the Textual Production Workshop, by the word reading test (TCLPP) and by the phonological awareness test (CONFIAS) were analyzed quantitatively and qualitatively. Such instruments made it possible to obtain different types of data, namely: spontaneous writing, texts that are part of the third stratum of the Written Language Acquisition Text Bank (BATALE) and reading and phonological awareness scores. From the spontaneous texts, the errors found were categorized and distributed into three major categories, namely: orthographic, phonological and phonographic. From the reading test, five subtests were used and from the phonological awareness test, the scores obtained in the subtest involving the phoneme were used. The results obtained in these instruments were submitted to statistical tests to find out whether or there was a correlation between them. Data analysis showed a weak and negative, but significant, correlation between phonographic errors and the visual neighbor subtest (VV) of the TCLPP, and between phonological errors and the phonological neighbor subtest (VF). These results demonstrate that children preferentially use the phonological route, both for reading and writing. There was also a weak and positive correlation between phonological errors and phonological awareness, thus evidencing a non-relation between the development of phonological awareness and the development of reading and writing within the studied sample, and the child may have a very low score on the phonological awareness test and be producing alphabetic writing. Finally, the research findings show that, in a non-generalizable way, the study provides elements to assist in the understanding regarding the relationships between the nature of the errors found in the studied writings and the performance in reading words as well as on the non-relationship between phoneme awareness and alphabetic writings analyzed. Finally, a no less important contribution concerns the contribution to the planning of activities that can help to teach reading and writing in the early years