TRAJANO, Marlete Sousa Milhome Carrá. Aprendizagem de ortografia: uso de atividade sistemática e atividades reflexivas voltadas para alunos dos anos finais do Ensino Fundamental. 2015. 193f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras – Mestrado Profissional em Letras (PROFLETRAS), Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-02-02T12:52:15Z No. of bitstreams: 1 2015_dis_msmctrajano.pdf: 7097502 bytes, checksum: 840abdb4d618768ed7f036e06b7d30d8 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2016-02-03T12:57:36Z (GMT) No. of bitstreams: 1 2015_dis_msmctrajano.pdf: 7097502 bytes, checksum: 840abdb4d618768ed7f036e06b7d30d8 (MD5) / Made available in DSpace on 2016-02-03T12:57:36Z (GMT). No. of bitstreams: 1 2015_dis_msmctrajano.pdf: 7097502 bytes, checksum: 840abdb4d618768ed7f036e06b7d30d8 (MD5) Previous issue date: 2015 / This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes ‘s’, ‘x’, ‘z’ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that students’ knowledge about spelling has been increased, although reflective activities have been shown to be more effective. / Este trabalho apresenta o resultado de uma pesquisa sobre a eficácia do uso de uma estratégia tradicional e uma estratégia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pública estadual localizada, no município de Fortaleza. Quando convidados a usarem a língua materna escrita na variação padrão, os alunos apresentam dificuldades de compreensão das normas ortográficas. Em consequência disto foram propostas duas intervenções: uma que privilegia a estratégia sistemática tradicional, o treino ortográfico, e outra que privilegia a reflexão e explicitação do pensamento, intitulada de sequência didática. Sendo assim, a proposta deste trabalho é investigar, por comparação, os processos de apropriação das convenções escritas. As atividades propostas tiveram como foco as inadequações ortográficas motivadas pela correspondência irregular dos grafemas ‘s’, ‘x’ e ‘z’ na representação do fonema /z/. Essas inadequações, para este estudo, são consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequações motivadas pela correspondência irregular que se verificam entre as letras e os sons do sistema ortográfico; b) avaliar os efeitos de uma atividade sistemática e de atividades reflexivas sobre a performance ortográficas dos alunos. Com caráter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilização de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnóstico inicial para a observação da quantidade de ocorrência da inadequação referida, em seguida foram aplicados um treino ortográfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnóstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita após as estratégias referidas. Os resultados das duas estratégias revelam uma influência positiva das duas abordagens para a ampliação dos conhecimentos ortográficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este trabalho apresenta o resultado de uma pesquisa sobre a eficÃcia do uso de uma estratÃgia tradicional e uma estratÃgia reflexiva no processo de aprendizagem de ortografia desenvolvidas em oitavo ano do Ensino Fundamental II, de escola pÃblica estadual localizada, no municÃpio de Fortaleza. Quando convidados a usarem a lÃngua materna escrita na variaÃÃo padrÃo, os alunos apresentam dificuldades de compreensÃo das normas ortogrÃficas. Em consequÃncia disto foram propostas duas intervenÃÃes: uma que privilegia a estratÃgia sistemÃtica tradicional, o treino ortogrÃfico, e outra que privilegia a reflexÃo e explicitaÃÃo do pensamento, intitulada de sequÃncia didÃtica. Sendo assim, a proposta deste trabalho à investigar, por comparaÃÃo, os processos de apropriaÃÃo das convenÃÃes escritas. As atividades propostas tiveram como foco as inadequaÃÃes ortogrÃficas motivadas pela correspondÃncia irregular dos grafemas âsâ, âxâ e âzâ na representaÃÃo do fonema /z/. Essas inadequaÃÃes, para este estudo, sÃo consideradas construtivas e importantes para o processo de aprendizagem, pois a partir delas o presente estudo, seguindo procedimentos qualitativos e quantitativos, toma como objetivos centrais da pesquisa: a) descrever e analisar as inadequaÃÃes motivadas pela correspondÃncia irregular que se verificam entre as letras e os sons do sistema ortogrÃfico; b) avaliar os efeitos de uma atividade sistemÃtica e de atividades reflexivas sobre a performance ortogrÃficas dos alunos. Com carÃter descritivo e base interpretativa, esta pesquisa delineia-se no modelo experimental justificado pela utilizaÃÃo de dois grupos: um grupo controle e um grupo experimental. Inicialmente foi aplicado um ditado diagnÃstico inicial para a observaÃÃo da quantidade de ocorrÃncia da inadequaÃÃo referida, em seguida foram aplicados um treino ortogrÃfico com o gruo controle e atividades reflexivas para o grupo experimental, finalmente foi aplicado outro ditado diagnÃstico, com as mesmas palavras, em que se verificou o desenvolvimento da escrita apÃs as estratÃgias referidas. Os resultados das duas estratÃgias revelam uma influÃncia positiva das duas abordagens para a ampliaÃÃo dos conhecimentos ortogrÃficos dos alunos, embora as atividades reflexivas tenham se mostrado mais eficazes. / This work shows the results of a research on the efficacy of the use of a traditional strategy and a reflective strategy concerning the orthographic learning process. The research was conducted in a public school in Fortaleza with eighth grade students, specifically, who were invited to write using their native language in a formal register but showed difficulty in understanding the ortographic rules. Because of this result, two intervention acts were proposed: orthographic training, which is a traditional systematic strategy; and didact sequence, which draws attention to reflection and clarification of thought. By means of comparison, we aim to examine the processes of appropriation of writing conventions. The proposed activities focused on inadequate spellings motivated by irregularities on the correspondence between graphemes âsâ, âxâ, âzâ and the phoneme /z/. In our research, these inadequacies are constructive and important to the learning process once they helped us establish our main goals, following qualitative and quantitative procedures. In this sense, our work aims to: a) describe and analyse inadequacies motivated by irregularities on the correspondence between letters and sounds from the orthographic system; b) evaluate the effects of systematic activities and reflective ones concerning the spelling performance of those eighth grade students. Our investigation is descriptive, has an interpretative basis and is delineated by the experimental model, which justifies the division of two groups: a control group and an experimental group. Initially, a dictation activity was done as an initial diagnosis allowing us to observe the quantity of those inadequacies previously mentioned. Then, the control group did an orthographic training activity while the experimental group did reflective activities. Finally, another diagnostic dictation activity with the same words was applied, enabling us to verify the writing development after the referred strategies have been applied. The results of both strategies have shown a positive influence of both approaches, meaning that studentsâ knowledge about spelling has been increased, although reflective activities have been shown to be more effective.

La connaissance orthographique des mots est indispensable au développement d’une lecture experte et rapide et d’une écriture correcte. L’acquisition de ces connaissances orthographiques lexicales est un processus complexe, encore mal compris. Cette acquisition se ferait en grande partie de façon implicite au cours de la lecture. Elle dépendrait alors de la qualité du décodage, d’autres facteurs restant à préciser. Des données théoriques et certains premiers résultats empiriques ont suggéré que le traitement visuel simultané de toutes les lettres du mot est un facteur important pour l’acquisition de son orthographe spécifique. Dans ce travail de thèse, cette hypothèse est testée d’une part par des études de régression, d’autre part par des études expérimentales. Les analyses de régression étudient le lien entre l’empan visuo-attentionnel (EVA), estimant les capacités maximales de traitement visuel simultané, et les connaissances orthographiques lexicales. Les résultats montrent une relation significative entre l’EVA et les connaissances orthographiques lexicales lorsque celles-ci sont évaluées par une épreuve de production écrite ou par un test d’auto-apprentissage. Cette relation est spécifique aux connaissances lexicales puisqu’elle ne se généralise pas à l’orthographe grammaticale. Elle existe indépendamment des capacités de mémoire de travail visuo-spatiale et de lecture. Les études expérimentales, tant chez l’enfant que chez l’adulte, explorent toutes le rôle du traitement visuel simultané sur l’acquisition des connaissances orthographiques en situation d’auto-apprentissage. Cette exploration est conduite en contrastant, pendant une lecture de mots nouveaux, une condition expérimentale où le traitement visuel simultané est possible avec une autre condition où ce type de traitement est impossible. Les résultats mettent en évidence un avantage de la condition avec traitement visuel simultané possible, sur la mémorisation de l’orthographe des mots nouveaux. Cet avantage n’est pas dû à des différences de temps de présentation ou de temps de traitement des items entre les deux conditions et confirme donc que, au-delà des capacités de lecture-décodage, les capacités de traitement visuel simultané sont directement impliquées dans l’acquisition des connaissances orthographiques lexicales. / Word orthographic knowledge is necessary to develop expert and fast reading and correct orthographic production. Lexical orthographic acquisition is a complex and largely unknown process. This acquisition is mostly implicit during reading. It would depend on phonological decoding and on other factors not précised yet. Both theoretical and empirical data suggest that the simultaneous visual processing made during word reading could influence lexical orthographic acquisition. This hypothesis is assessed with both regression analyses and experimental studies. Regression analyses examine the relation between visual attention span (VAS), which estimates the maximal simultaneous processing abilities, and the lexical orthographic knowledge. Results show a significant relation between VAS and lexical orthographic knowledge when this knowledge is assessed with a dictation task or with a self-teaching test. This relation is specific because it doesn’t extent to grammatical orthographic knowledge. It exists independently of both visual-spatial working memory and reading skills. Experimental studies, both on children and adults, investigate the role of simultaneous visual processing on lexical orthographic acquisition during self-teaching. This investigation was done with two experimental conditions during the reading of novel words. In the whole word condition, the entire letter-string of a novel word was available at once, while in the partial word condition only sub-lexical parts of the word letter string were available at once. The results show an advantage of the whole word condition on the memorization of novel word orthographic forms. This advantage is not explained by differences of presentation time or of processing time between the two conditions, and confirms that, beyond the phonological decoding skills, simultaneous visual processing abilities of entire words are involved in lexical orthographic acquisition.

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There is evidence of false recognition (FR) driven by orthographic similarities within languages (Lambert, Chang, & Lin, 2001; Raser, 1972) and some evidence that FR crosses languages (Parra, 2013). No study has investigated whether FR based on orthographic similarities occurs for unknown words in an unknown language. This study aimed to answer this question. It further explored whether FR based on orthographic similarities is more likely in a known (English) than in an unknown (Spanish) language. Forty-six English monolinguals participated. They studied 50 English and 50 Spanish words during a study phase. A recognition test was given immediately after the study phase. It consisted of 40 Spanish and 40 English words. It included list words (i.e., words presented at study); homographs (i.e., words not presented at study, orthographically similar to words presented at study); and unrelated words (i.e., words not presented at study, not orthographically similar to words presented at study). The LSD post-hoc test showed significant results supporting the hypothesis that false recognition based on orthographic similarities occurs for words in a known language (English) and in an unknown language (Spanish). Further evidence was provided by the LSD post-hoc test supporting the hypothesis that false recognition based on orthographic similarities was more likely to occur in a known language than an unknown language. Results provided evidence that the meaning and orthographic form are used when information is encoded thereby influencing recognition decisions. Furthermore, these results emphasize the significance of orthography when information is encoded and retrieved.

Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.

L’objectif de cette thèse est d’étudier l’activation du système affectif médiée par le lexique orthographique au cours de la reconnaissance visuelle des mots. Plus précisément, nous avons étudié l’influence du voisinage orthographique émotionnel négatif et la sensibilité de l’amorçage orthographique à la valence négative de voisins plus fréquents dans une tâche de décision lexicale (TDL) combinée à un paradigme d’amorçage. Le recueil de mesures comportementales et électrophysiologiques (potentiels évoqués) nous a également permis d’évaluer la précocité de l’activation des composantes émotionnelles des voisins. Des mots neutres (e.g., FUSEAU, TOISON) ayant un seul voisin orthographique plus fréquent neutre (e.g., museau) ou négatif (e.g., poison) ont ainsi été présentés dans la TDL. Ils étaient précédés de leur voisin ou d’une amorce contrôle non alphabétique présenté pendant 66 ou 166 ms. Dans un premier temps, l’état émotionnel des participants a été contrôlé (Expériences 1-4). Dans un second temps, il a été manipulé a priori par une induction d’humeur triste (Expériences 5 et 7) ou déterminé a posteriori en considérant le niveau d’épuisement professionnel des participants (Expériences 7-8). Le traitement des mots fréquents neutres ou négatifs a été examiné en complément (Expérience 6). Les résultats montrent un effet inhibiteur du voisinage orthographique émotionnel négatif sur les temps de reconnaissance des mots cibles ainsi qu’un effet inhibiteur d’amorçage orthographique, accru par la durée de présentation des amorces. Trois composantes (P150, N200 et N400) constituent les corrélats électrophysiologiques de l’effet d’amorçage orthographique, sensibles à la valence négative des voisins et à la durée de présentation des amorces. Enfin, l’état émotionnel des individus modifie l’effet d’amorçage orthographique. Les résultats sont interprétés dans un modèle de type Activation Interactive de reconnaissance visuelle des mots adapté aux traitements affectifs. / The aim of this thesis was to study the activation of the affective system mediated by the orthographic lexicon during visual word recognition. More precisely, we have investigated the influence of the negative emotional orthographic neighbourhood and the sensitivity of orthographic priming to the negative valence of higher-frequency neighbours in the lexical decision task (LDT) combined with a priming paradigm. The recording of behavioural and electrophysiological (event-related brain potentials) measures provides also evidences on the early activation of affective components of the neighbours. Neutral words (e.g., FUSEAU [spindle], TOISON [fleece]) with one higher-frequency neighbour, that was either neutral (e.g., museau [muzzle]) or negative (e.g., poison), were presented in the LDT. They were preceded either by their neighbour or by a nonalphabetic control prime, presented 66 or 166 ms. Firstly, the emotional state of participants was controlled (Experiments 1-4). Secondly, it was manipulated a priori by a sad mood induction (Experiments 5 and 7) or determined a posteriori by considering the burnout level of participants (Experiments 7-8). The processing of negative or neutral frequent words have been also examined (Experiment 6). The results showed an inhibitory effect of negative emotional orthographic neighbourhood on target recognition time and an inhibitory effect of orthographic priming, increased by prime duration. Three components (P150, N200, and N400) were the electrophysiological correlates of orthographic priming effect, also depending on the negative valence of higher-frequency neighbours and prime duration. Finally, the emotional state of individuals modified the orthographic priming effect. The results are interpreted in an Interactive Activation model extended to affective processing.

<p>Sammanfattning</p><p> </p><p>Syfte: Att undersöka två läsmetoders effekter på tolv elever från skolår 2, 3 och 4 avseende fonologisk och ortografisk läsförmåga, läsflyt, läsförståelse och RAN (Rapid Automatic Naming) samt jämföra resultaten med en grupp elever som fått traditionell specialundervisning under samma tid.</p><p> </p><p>Metod: 52 elever genomförde en screening med avseende att mäta läsflyt och läsförståelse. Av dessa valdes 12 elever ut som hade svårigheter i läsflyt och korrekt läsning, fyra elever från varje skolår, 5 pojkar och 7 flickor. Eleverna delades i två lika stora grupper som tränade ordavkodning med två olika metoder i en-en-undervisning, 20 minuter tre gånger per vecka i sex veckor. De 18 eleverna fick utföra ytterligare fem läs- och skrivtest före och efter interventionen.</p><p> </p><p>Resultat: De båda interventionsgrupperna förbättrade sina resultat på flera test mer än gruppen som fick traditionell specialundervisning. Elever som tränat Rydaholmsmetoden fick bättre resultat i alla högläsningstest utom ett. Elever som tränat datorprogrammet Hitta ord fick bättre resultat i nonsensordtestet samt de båda tystläsningstesten.</p><p> </p><p>Diskussion: Resultatet skulle kunna tydas så att Rydaholmsmetoden tränar artikulation, ordmobilisering och läsflyt i högläsning medan datorprogrammet Hitta Ord tränar den ortografiska och fonologiska läsningen mer. Vidare skulle studiens resultat kunna tolkas så att en-en-undervisning är effektivare än traditionell specialundervisning.</p> / <p>Abstract</p><p>Aim: To investigate two reading methods effect on twelve students from school year 2, 3 and 4 in phonologic and orthographic reading, reading fluency and RAN comparing to traditional special education.</p><p> </p><p>Method: 52 students were tested in reading fluency. Twelve students with reading problems were elected, four students from each class, 5 boys and 7 girls. They were divided in two groups and had an intervention in two different word reading program in a one-to-one-torturing for 20 minutes three times a week in six weeks. A group of six students, were chosen as a comparing group. All 18 students were testing the same battery of tests before and after the six weeks.</p><p> </p><p>Result: The result showed that both intervention groups were improved their result more than the group trained with traditional special education. Rydaholms method group improved more in all loud reading tests except Nonsen word reading test while the computer trained group improved more in both cilent reading test and made a small improve in Nonsen word reading test.</p><p> </p><p>Discussion: The result could interpret that Rydaholm method trained articulation, word mobilization and loud reading fluency more while the computer based program trained orthographic and phonological reading more. The result could also interpret that one-to-one-torturing improve reading ability more than traditional special education in this reading abilities.</p><p> </p>