SILVA, Cristina. Aprender ortografia: O caso das sílabas complexas. []. , 25, 2, pp.171-182. ISSN 0870-8231.

This article addresses the issue of evaluating the effects of two training programs for learning to write complexes syllables. The participants were 69 poor spellers of 2nd grade, that were divided on three equivalent groups in terms of intelligence and orthographic performance. It was dictated a list of 40 words that include complexes syllables CVC and CCV at pre-test and post-test. Experimental Group 1 was submitted to a training intervention that include phonemic segmentation of syllables, completing words from a text and writing down a text based on a set images where must be used words with complexes syllables. Experimental Group 2 was submitted to a training intervention that include teaching graph-phonetic relations and copying words with complexes syllables. The control group made drawings. Our results show that Experimental Group 1 evolved significantly more than Experimental Group 2 and Control Group on orthographic performance at post-test. There were no differences between Experimental Group 2 and Control Group on orthographic performance at post-test.

: Orthography; phonemic awareness; learning difficulties.

        · |     · |     · ( pdf )