Resumo

HORTA, Inês Vasconcelos  e  MARTINS, Margarida Alves. Desenvolvimento e aprendizagem da ortografia: Implicações educacionais. Aná. Psicológica [online]. 2004, vol.22, n.1, pp.213-223. ISSN 0870-8231.

The aim of this study was to understand if spelling mistakes made by primary-school children vary according to their orthographic performance and school year and to analyse the relation between knowledge of orthographic norms and orthographic performance. The participants in this study were 43 children which were in the 3rd grade when the study began. It was a longitudinal study which accompanied them throughout 2 school years. In order to assess the kind of mistakes made by the children, the same dictation task was performed in the two years. In order to evaluate the level of knowledge of orthographic norms, the children with the highest and lowest orthographic performances in the 4th grade were interviewed. The results show that the number of mistakes decreases from the 3rd to the 4th grade, even though the mistakes made are not qualitatively different in the two years. They also demonstrate that there are qualitative differences between the mistakes made by pupils with good and bad orthographic performances. Finally, they show that children's capacity to think about spelling mistakes varies according to their orthographic performance.

Palavras-chave : Orthographic performance; orthographic norms; metalinguistic knowledge.

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