Os processos fonológicos envolvidos na fala e os “erros” ortográficos na escrita: uma análise em turmas do 6º ano do Ensino Fundamental II

Abstract

This article was prepared from a study that sought to investigate the interdependence between the awareness of the letter-sound relationships and the development of spelling writing in students of the 6th year of Middle School. Two oral tests and two written tests were applied to 31 students, in four classes from four schools (two from the public network and two from the private education network), with the aim of verifying whether the participants were able to clearly perceive the relations between the sound and its respective graphic signal, and if this perception was amplified during the observed period of time. Up to three Portuguese Language (PL) classes were also observed in each institution, in order to note the approach that the teachers took on the teaching of spelling writing. It is believed that in order to teach how to use the standard writing of PL (in communication situations where spelling is required), linguistic knowledge is necessary, mainly in the areas of phonetics and phonology. Based on the analysis of the data obtained, a pedagogical notebook will be prepared to help PL teachers, with a brief theory and suggestions for activities, capable of helping students understand letter-sound relationships and the development of spelling.