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A escrita, ao contrário da oralidade, exige um processo de aprendizagem explícito e
sistemático, no qual a ortografia assume um papel central, dada a complexidade que
representa para muitos alunos. O presente estudo insere-se no âmbito do desenvolvimento
da ortografia e resultou da constatação de dificuldades persistentes na aplicação de regras
ortográficas por parte de uma turma do 3.º ano do 1.º Ciclo do Ensino Básico, composta
por 20 alunos, numa escola pública de Lisboa. Neste relatório, apresenta-se uma proposta
de intervenção didática que conjuga o ensino explícito e o treino sistemático da ortografia
com a leitura de obras de literatura para a infância. O principal objetivo do estudo
consistiu em compreender de que forma esta articulação pode favorecer o
desenvolvimento ortográfico dos alunos. A investigação desenvolveu-se segundo uma
metodologia de investigação-ação, recorrendo à observação direta, às notas de campo e à
análise dos trabalhos realizados pelos alunos como principais instrumentos de recolha de
dados. Os resultados obtidos evidenciam uma progressão global na competência
ortográfica dos alunos, sobretudo nas regras que foram alvo de um ensino explícito e de
prática regular. Verificou-se também que a combinação entre leitura e atividades que
promovem a reflexão sobre regularidades linguísticas potenciou o envolvimento e a
aprendizagem. A intervenção revelou ainda que a consolidação ortográfica exige tempo,
sistematização e variedade de estratégias, confirmando a importância da articulação entre
o ensino explícito e o ensino implícito.
Unlike speaking, writing requires an explicit and systematic learning process in which spelling plays a central role, given the complexity it presents for many students. This study focuses on spelling development and stems from the observation of persistent difficulties in the application of spelling rules by a 3rd-grade class of the 1st Cycle of Basic Education, composed of 20 students, in a public school in Lisbon. This report presents a didactic intervention proposal that combines explicit teaching and systematic practice of spelling with the reading of children's literature. The main objective of the study was to understand how this articulation can support students’ spelling development. The research followed an action-research methodology, using direct observation, field notes, and the analysis of students’ written work as the main data collection instruments. The results show overall progress in the students’ spelling skills, particularly in the rules that were the focus of explicit instruction and regular practice. It was also found that combining reading with activities that promote reflection on linguistic patterns enhanced both engagement and learning. The intervention further revealed that spelling consolidation requires time, systematization, and a variety of strategies, confirming the importance of articulating explicit and implicit teaching approaches.
Unlike speaking, writing requires an explicit and systematic learning process in which spelling plays a central role, given the complexity it presents for many students. This study focuses on spelling development and stems from the observation of persistent difficulties in the application of spelling rules by a 3rd-grade class of the 1st Cycle of Basic Education, composed of 20 students, in a public school in Lisbon. This report presents a didactic intervention proposal that combines explicit teaching and systematic practice of spelling with the reading of children's literature. The main objective of the study was to understand how this articulation can support students’ spelling development. The research followed an action-research methodology, using direct observation, field notes, and the analysis of students’ written work as the main data collection instruments. The results show overall progress in the students’ spelling skills, particularly in the rules that were the focus of explicit instruction and regular practice. It was also found that combining reading with activities that promote reflection on linguistic patterns enhanced both engagement and learning. The intervention further revealed that spelling consolidation requires time, systematization, and a variety of strategies, confirming the importance of articulating explicit and implicit teaching approaches.