Contributions of the psychoeducational evaluation for the understanding of the errors of spelling in the portuguese language of brazil

Article Sidebar

UNA NUEVA VISIÓN DE LA PSICOLOGÍA: LA PSICOLOGÍA POSITIVA
PDF (Español (España))
Published: Apr 27, 2015
DOI: https://doi.org/10.17060/ijodaep.2015.n1.v1.116
Keywords:
orthography assessment educational psychology

Main Article Content

Susana Gakyia Caliatto
Universidade do Vale do Sapucaí - UNIVAS pouso Alegre - Minas Gerais - Brasil
Débora Cecilio Fernandes
Doctora por la Universidad de Salamanca
Fermino Fernandes Sisto
Profesor Titular Jubilado de Unicamp

Abstract

The purpose of this study was to find out the main types of error in the most difficult words, according to the analysis by the Rasch model of the Word Recognition Scale. 701 students from public and private schools from the interior of the State of São Paulo in Brazil participated in the research, of which 362 were female (52%). For the identification of the most difficult items, the estimation of the difficulty parameters of the items was made with the use of the Rasch model and the frequencies and percentages of the three response options of these items were obtained. The results indicated that the most difficult word of the Scale was "exemplo", followed by the word "informação". The average skill parameter of the students was -0.12 logit, lower than the rest of the ten words. The analysis by type of errors indicated two main characteristics for spelling, support in orality, mainly, and support in visual characteristics of writing. According to the literature, these types of errors are common among children at the beginning of the acquisition of writing, but should be overcome as familiarity with the alphabetic and orthographic system of the language increases. It is argued that the data obtained in the spelling evaluations indicate the need and the importance of planned and specific interventions in different school years and encourage the deepening of research on the overcoming of illiteracy in Brazil.

Downloads

Download data is not yet available.

Article Details

How to Cite
Gakyia Caliatto, S., Cecilio Fernandes, D., & Fernandes Sisto, F. (2015). Contributions of the psychoeducational evaluation for the understanding of the errors of spelling in the portuguese language of brazil. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 555–566. https://doi.org/10.17060/ijodaep.2015.n1.v1.116
Issue
Vol. 1 No. 1 (2015): A NEW VISION OF PSYCHOLOGY: POSITIVE PSYCHOLOGY.
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 
Author Biography

Susana Gakyia Caliatto, Universidade do Vale do Sapucaí - UNIVAS pouso Alegre - Minas Gerais - Brasil

Porfesora del Máster en Educación de Universidade do Vale do Sapucaí.

References

Affonso, M. J. C. O., Piza, C. M. J. T., Barbosa, A. C. C., & Macedo, E. C. (2011). Avaliação de escrita na dislexia do desenvolvimento: tipos de erros ortográficos em prova de nomeação de figuras por escrita. Revista CEFAC, 13(4), 628-635. DOI: 10.1590/S1516-18462010005000117

Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and Reading: Connections Between Language by Hand and Language by Eye. Journal of Learning Disabilities, 35, 39-56. DOI: 10.1177/002221940203500104

Caliatto, S. G. & Fernandes, D. C. (2014). Análise pelo Modelo de Rasch do Ditado ADAPE: Considerações da Ortografia. Psico, 45(2), 270-280. DOI: 10.15448/1980-8623.2014.2.16820

Caliatto, S. G. & Martinelli, S. C. (2005). Avaliação do reconhecimento de palavras em jovens e adultos. Psic: Revista da Vetor Editora, 6 (1), 51-58.

Caliatto, S. G., & Martinelli, S. C. (2008). Avaliação da escrita em jovens e adultos. Revista brasileira de Estudos pedagógicos, 222 (89), 273-294.

Caliatto, S. G., Fernandes, D. C., & Alves, M. S. (2013). Evaluación de la escritura ortográfica de estudiantes de la enseñanza fundamental en Brasil. In: Pedagogía 2013: Encuentro por la unidad de los educadores.

Fernandes, D. C. & Sisto, F. F. (2014). Desenvolvimento da nova versão da Escala de Reconhecimento de Palavras. Enviado para publicação.

Gonçalves, B. A. G. & Capellini, S. A. (2010). Desempenho de escolares de 1ª série na bateria de identificação de erros de reversão e inversão na escrita: estudo preliminar. Revista CEFAC, 12 (6), 998-1008. DOI: 10.1590/S1516-18462010005000060

Instituto Brasileiro de Geografia e Estatística - IBGE (2013). Brasil em síntese: educação. Disponible en http://brasilemsintese.ibge.gov.br/educacao. Aceso en Marzo de 2015.

Kessler, B. & Treiman, R. (2013). Sistemas de escrita e desenvolvimento da ortografia. In: M. J. Snowling & C. Hulme (Orgs.). A ciência da leitura (pp. 138-152). Porto Alegre: Penso.

Lemle, M. (2004). Guia teórico do alfabetizador (16ª ed). São Paulo: Ática.

Linacre J. M., (2002).What do Infit and Outfit, Mean-Squared and Standardized mean? Rasch Measurement Transactions, 16 (2), 878. Disponible em: http://209.238.26.90/rmt/rmt82a.htm

Nobile, G. G. & Barrera, S. D. (2009). Análise de erros ortográficos em alunos do ensino público fundamental que apresentam dificuldades na escrita. Psicologia em Revista, 15 (2), 36-55.

Nation, K., Angell P., Castles A. (2007). Orthographic learning via self-teaching in children learning to read in English: effects of exposure, durability, and context. Journal of Experimental Child Psychology, 96 (1), 71-84. DOI: 10.1016/j.jecp.2006.06.004

Nunes T., Bryant P., Olsson J. M. (2003). Learning morphological and phonological spelling rules: an intervention study. Scientific Studies of Reading, 7 (3), 289-307. DOI: 10.1207/S1532799XSSR0703_6

Queiroga, B. A. M., Lins, M. B., & Pereira, M. A. L. V. (2006). Conhecimento morfossintático e ortografia em crianças do Ensino Fundamental. Psicologia: Teoria e Pesquisa, 22 (1), 95-100.

Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests. Copenhagen: Danmarks Paedagogiske Institut

Rieben, L., Fayol, M. (1997). The psycholinguistics of spelling and reading. In: C. A. Perfetti. (Org.) Learning to spell: research, theory, and practice across languages. (p. 21-38). Mahwah: Lawrence Erlbaum.

Rosa, C. C., Gomes, E. & Pedroso, F. S. (2012). Aquisição do sistema ortográfico: desempenho na expressão escrita e classificação dos erros ortográficos. Revista Cefac, 14 (1), 39-45. DOI: 10.1590/S1516-18462011005000087

Santos, M. T. M. & Befi-Lopes, D. M. (2013). Análise da ortografia de alunos do 4º ano do Ensino Fundamental a partir de ditado de palavras, CoDAS, 25 (3), 256-61. DOI: 10.1590/S2317-17822013000300011

Sisto, F. F. (2001). Dificuldades na aprendizagem em escrita: um instrumento de avaliação (ADAPE). In F. F. Sisto, E. Boruchovitch, L. D. T. Fini, R. P. Brenelli, & S. C. Martinelli (Orgs.). Dificuldades de aprendizagem no contexto psicopedagógico (pp. 190-213). Petrópolis: Vozes.

Zorzi J. (1998). Aprender a escrever: a apropriação do sistema ortográfico. Porto Alegre: Artes Médicas.