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A influência do exercício de ditado na consolidação da ortografia
| Name: | Description: | Size: | Format: | |
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| Documento principal | 1.31 MB | Adobe PDF |
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Abstract(s)
Este estudo surge no contexto de estágio, numa turma do 2° e 3º ano de escolaridade, do 1° Ciclo do Ensino Básico. Centra-se, sobretudo, na pesquisa, implementação e análise da estratégia de ditado no processo de aprendizagem da ortografia.
Esta investigação tem como principais objetivos:
- Promover a consolidação ortográfica.
- Apelar à reflexão sobre o modo como as palavras se escrevem, apoiando-se nos casos de leitura e regras da ortografia.
- Desenvolver a capacidade de concentração, uma vez que a criança deve ouvir o texto ditado e escrevê-lo simultaneamente.
- Descrever e analisar os erros ortográficos encontrados na escrita das crianças.
- Avaliar os efeitos das atividades metacognitivas desenvolvidas sobre a aprendizagem ortográfica das crianças.
A metodologia adotada centra-se na aplicação de testes (ditados), cujos erros efetuados pelos alunos são analisados à luz de uma tipologia de erros ortográficos. Recorreu-se à observação participante, por meio da qual se verificou uma intervenção por parte do investigador, tendo sido aplicadas as atividades e recolhidos resultados, também, através de inquéritos por questionário.
Os resultados encontrados revelam uma clara influência positiva para a expansão do conhecimento ortográfico das crianças envolvidas neste estudo. Estes efeitos são manifestados nas explicitações dadas pelas crianças em relação aos erros e às normas ortográficas, bem como nas produções textuais das crianças.
This study follows a teaching practice in a second and a third grade class of Elementary Education. It focuses mainly on the research, the implementation and the analysis of the strategy of dictation in the learning process of spelling. The main goals of this research are: - Promote spelling consolidation. - Call to reflection about the way words are spelled, supported by reading cases and spelling rules. - Develop the ability to concentrate, because a child must listen to the dictated text and put it into writting simultaneously. - Describe and analyze the spelling mistakes found in the children’s written texts. - Evaluate the effects of metacognitive activities developed regarding the children’s learning process of spelling. The methodology focuses on the application of tests (dictation), whose mistakes made by students are analyzed in light of a typology of misspellings. There was also participant observation, through which there was an intervention by the investigator, who applied activities and collected results also through questionnaire surveys. The results show a clear positive influence in the expansion of spelling knowledge of the children involved in the study. These effects are expressed in the explanations given by the children regarding the spelling mistakes and the spelling rules, as well as in the written texts of those children.
This study follows a teaching practice in a second and a third grade class of Elementary Education. It focuses mainly on the research, the implementation and the analysis of the strategy of dictation in the learning process of spelling. The main goals of this research are: - Promote spelling consolidation. - Call to reflection about the way words are spelled, supported by reading cases and spelling rules. - Develop the ability to concentrate, because a child must listen to the dictated text and put it into writting simultaneously. - Describe and analyze the spelling mistakes found in the children’s written texts. - Evaluate the effects of metacognitive activities developed regarding the children’s learning process of spelling. The methodology focuses on the application of tests (dictation), whose mistakes made by students are analyzed in light of a typology of misspellings. There was also participant observation, through which there was an intervention by the investigator, who applied activities and collected results also through questionnaire surveys. The results show a clear positive influence in the expansion of spelling knowledge of the children involved in the study. These effects are expressed in the explanations given by the children regarding the spelling mistakes and the spelling rules, as well as in the written texts of those children.
Description
Keywords
Aprendizagem da ortografia Ditado Estratégias metacognitivas Erro construtivo Autorreflexão Coavaliação Spelling learning process Dictation Metacognitive strategies Constructive error Self-reflection Co-assessment Relatório de projeto de investigação Relatório de estágio