Abstract
To develop an intervention procedure for spelling difficulties and to verify the effectiveness of the intervention program in students with lower spelling performance. We developed an intervention program for spelling difficulties, according to the semiology of the errors. The program consisted of three modules totaling 16 sessions. The study included 40 students of the third to fifth grade of public elementary education of the city of Marilia (SP), of both genders, in aged of eight to 12 years old, being distributed in the following groups: GI (20 students with lower spelling performance) and GII (20 students with higher spelling performance). In situation of pre and post-testing, all groups were submitted to the Pro-Orthography. The results statistically analyzed showed that, in general, all groups had average of right that has higher in post-testing, reducing the types of errors second semiologycal classification, mainly related to natural spelling errors. However, the results also showed that the groups submitted to the intervention program showed better performance on spelling tests in relation to not submitted. The intervention program developed was effective once the groups submitted showed better performance on spelling tests in relation to not submitted. Therefore, the intervention program can help professionals in the Health and Education to minimize the problems related to spelling, giving students an intervention that is effective for the development of the spelling knowledge.
Highlights
As students are more involved in the exercise of writing in Portuguese, they need to associate its sounds and graphic representations, since not all letters represent only one sound in this language
We observed that the groups (EGI and experimental group II (EGII)) submitted to the intervention program presented averages that were higher than those of the groups (CGI and control group II (CGII)) that were not submitted to the majority of the tests evaluated after the application
We highlight that students with poor or high spelling performances submitted to strategies targeted at improving orthography make orthographic errors less frequently[14], as evidenced by the results obtained by experimental group I (EGI) and EGII in this study
Summary
As students are more involved in the exercise of writing in Portuguese, they need to associate its sounds and graphic representations, since not all letters represent only one sound in this language. In this scenario, it is important to highlight the development of metalinguistic abilities that correspond to explicit manifestations of a functional awareness of the rules that organize the use of language[1]. Phonological and orthography processes are important when an individual is learning how to write[2,3,4]. Students who have the opportunity to be taught in a reflection-focused manner learn certain orthographic automatisms that decrease their doubts when writing, drawing their attention to the content of the text and not to the correct spelling of a word[7]
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