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O treino da consciência intrassilábica para a melhoria da ortografia: estudo centrado nos ataques ramificados
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Advisor(s)
Abstract(s)
O trabalho que aqui apresentamos foi desenvolvido no âmbito do Mestrado de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Relata os principais resultados de um estudo de investigação-ação desenhado com a finalidade de perceber se o treino da consciência intrassilábica melhora a ortografia de crianças do 2.º ano de escolaridade, nomeadamente quanto aos ataques ramificados, ou seja, aos encontros consonânticos em início de sílaba. Este tema surgiu de momentos vivenciados por nós, em contexto de estágio, e resulta de uma investigação qualitativa, visto que os dados foram recolhidos em contexto de sala de aula, através de vários instrumentos, como observação direta, relatórios diários, checklists, entre outros.
Os objetivos que nortearam o nosso estudo centraram-se na diminuição dos erros ortográficos, no treino da consciência intrassilábica e no aumento do interesse dos alunos pela área de Português, visto esta ser a área preterida pela generalidade da turma. As atividades realizadas foram pensadas e construídas por nós, tendo em conta os alunos a quem se dirigiam, e foram centradas na ludicidade, com recurso à leitura e ao treino da forma escrita de palavras isoladas.
O relatório está dividido em quatro capítulos. O primeiro apresenta o enquadramento teórico, o segundo, a problemática e a metodologia utilizada, o terceiro, os resultados do estudo e o último, as considerações finais. É no terceiro capítulo, onde apresentamos os resultados, que concluímos ter havido, efetivamente, uma diminuição dos erros ortográficos após o treino da consciência intrassilábica.
The work presented here was developed in the context of the Master’s Degree in Teaching Pre-School and 1st cycle of Basic Education. It reports the main results of a research study aimed at understanding whether the training of phonemic (intra-syllabic) awareness improves spelling skills in 2nd year namely with regards to onsets with two segments, that is, syllables beginning with two consonants. This subject emerged as a result of what we observed, in the context of the internship, which resulted in a qualitative investigation, since data was obtained in the classroom through several approaches such as direct observation, daily reports, checklists, among others. The aim of this study was the reduction of spelling mistakes, the training of intra-syllabic awareness, and the increase of students interest in studying their mother tongue, since this was an overlooked topic by the majority of the class. The activities carried out were conceive by ourselves, taking into account the targeted students, and were based on a ludic perspective, using reading and training the writing of isolated words. The report is divided into four chapters. The first presents the state of the art, the second addresses the questions raised and the methodology used, the third reports the results of the study, while the last chapter consists of the final considerations. In the third chapter, where we present the results, we conclude that there was an actual reduction in spelling mistakes after the training of intra-syllabic awareness.
The work presented here was developed in the context of the Master’s Degree in Teaching Pre-School and 1st cycle of Basic Education. It reports the main results of a research study aimed at understanding whether the training of phonemic (intra-syllabic) awareness improves spelling skills in 2nd year namely with regards to onsets with two segments, that is, syllables beginning with two consonants. This subject emerged as a result of what we observed, in the context of the internship, which resulted in a qualitative investigation, since data was obtained in the classroom through several approaches such as direct observation, daily reports, checklists, among others. The aim of this study was the reduction of spelling mistakes, the training of intra-syllabic awareness, and the increase of students interest in studying their mother tongue, since this was an overlooked topic by the majority of the class. The activities carried out were conceive by ourselves, taking into account the targeted students, and were based on a ludic perspective, using reading and training the writing of isolated words. The report is divided into four chapters. The first presents the state of the art, the second addresses the questions raised and the methodology used, the third reports the results of the study, while the last chapter consists of the final considerations. In the third chapter, where we present the results, we conclude that there was an actual reduction in spelling mistakes after the training of intra-syllabic awareness.
Description
Keywords
Consciência Fonológica Consciência intrassilábica Ataques ramificados Sílabas CCV Phonological awareness Intra-syllabic awareness Onsets with two segments CCV syllables