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Abstract(s)
A escrita é uma competência geralmente aprendida em contexto escolar, que recruta sobretudo competências fonológicas na fase da codificação de palavras e competências sintáticas na fase de produção de textos. Neste artigo, foca-se o nível elementar da escrita, nomeadamente os erros observáveis nas palavras que os escreventes comummente cometem em fase inicial do processo de alfabetiza- ção. Recordam-se as duas grandes categorias ortográficas descritas na literatura, a natural e a arbitrária, admitindo-se a existência de uma dimensão fonológica e ortográfica da escrita (escrita adequada do grafema e do ortografema, respetiva- mente), como também gráfica (escrita adequada da letra). Estas categorias esten- dem-se ao conceito de análise semiológica do erro, reconhecendo que alguns erros de escrita são gráficos, fonológicos (ou genericamente linguísticos) e/ou ortográficos. Esta tipologia é integrada e amplamente aprofundada na grelha de análise de erros de escrita TEE-GA (Alves & Reis, 2022), cuja primeira versão data de 2009 (Alves, 2009).
Writing is a skill usually learned in school context, which recruits mainly phonological skills in the word coding phase and syntactic skills in the text production phase. In this article, we focus on the elementary level of writing, namely on the errors observed in the words that writers commonly commit in the initial phase of the literacy process. The two major orthographic categories described in he literature, the natural and the arbitrary ones, are recalled, admitting the existence of a phonological and orthographic dimension of writing (proper writing of graphemes and orthographemes, respectively), as well as a graphic one (proper handwriting of letters). These categories are extended to the concept of semiological error analysis, recognizing that some writing errors are graphic, phonological (or generically linguistic) and/or orthographic. This typology is integrated and extensively deepened in the written error analysis grid, TEE-GA (Alves & Reis, 2022), whose first version dates from 2009 (Alves, 2009).
Writing is a skill usually learned in school context, which recruits mainly phonological skills in the word coding phase and syntactic skills in the text production phase. In this article, we focus on the elementary level of writing, namely on the errors observed in the words that writers commonly commit in the initial phase of the literacy process. The two major orthographic categories described in he literature, the natural and the arbitrary ones, are recalled, admitting the existence of a phonological and orthographic dimension of writing (proper writing of graphemes and orthographemes, respectively), as well as a graphic one (proper handwriting of letters). These categories are extended to the concept of semiological error analysis, recognizing that some writing errors are graphic, phonological (or generically linguistic) and/or orthographic. This typology is integrated and extensively deepened in the written error analysis grid, TEE-GA (Alves & Reis, 2022), whose first version dates from 2009 (Alves, 2009).
Description
Keywords
Escrita Erro de escrita Semiologia do erro Tipologia e classificação de erros de escrita Writing Writing error Error semiology Typology and classification of writing errors
Citation
Alves, D. C. (2023). As dimensões do erro de escrita: O que analisar e como? In P. C. Ferreira, C. Mangas, C. Pinto, M. Fonseca & D. Tavares (Eds.), Múltiplos olhares sobre a DIS.lexia (pp. 7–21). Papa-Letras.