Abstract

SILVA, Cristina. Aprender ortografia: O caso das regras contextuais. Aná. Psicológica [online]. 2009, vol.27, n.4, pp.553-561. ISSN 0870-8231.

This article addresses the issue of evaluating the effects of several intervention programs for teaching orthographic contextual rules. On study 1 the participants were 50 poor spellers of 2nd grade that were divided on 5 groups. It was dictated a list of 20 words with a contextual rule at pre-test and post-test. Exp. Group 1 performed a complete sequence of tasks (DR - discovering the contextual rule through the analyse of a set of words and writing it down + CW - completing words from a text that include the rule and revising them consulting the rule + WT - writing down a text based on a set images where must be used words related to the rule). Other experimental groups performed partial sequences: Exp. Group 2 - DR+CW; Exp. Group3 - DR+WT; Exp. Group 4 - CW+WT. Fifth group was a control group. Our results show that experimental group 1, 2 evolved significantly more than experimental group 4 and control group on orthographic performance at post-test. There were no differences between experimental group 3, 4 and control group. On study 2 we reply this study with other 2 contextual rules, repeating the procedure with first 3 experimental groups and add another experimental group that only discover the rule. All groups evolve significantly and there were no differences between the groups.

Keywords : Learning difficulties; Orthography; Pedagogical methods.

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