The purpose of this study was to determine the effect of using word processing and proofreading software in freshman composition at a community college. This study used pretest and posttest measures to determine if significant differences in the improvement of composition skills occurred between students in a composition class that did not use microcomputers and students in a composition class that did use microcomputers. Objective tests and writing samples were used as measurements. The population for the study consisted of students enrolled in freshman composition classes at a two year community college. Students self-selected enrollment in each class. Three hundred students who completed the pretest and posttest measures and completed the course were included in the study. There was no significant difference found in the improvement of writing skills between the two groups as measured by the objective test or the writing samples. There was a significant difference found in the withdrawal rate of students from the classes. The computer class had a significantly higher withdrawal rate than the non-computer class.

Aprender a ler e a escrever em sistemas alfabéticos de escrita, como em português do Brasil, depende de um processo cognitivo de formar conexões entre as letras nas grafias de palavras escritas e os sons nas pronúncias de palavras faladas, o que se denomina de mapeamento ortográfico. Evidências provenientes de estudos com falantes do inglês demonstram que as crianças nas fases iniciais da aprendizagem da leitura e da escrita realizam o mapeamento ortográfico no nível grafofonêmico, isto é, das letras e fonemas; posteriormente quando elas adquirem mais experiência em leitura elas passam a utilizar o mapeamento ortográfico em um nível maior usando unidades como as sílabas, i.e., unidades grafossilábicas. Como as sílabas são muito proeminentes em português, pesquisadores e professores tem sugerido que crianças falantes do português poderiam se beneficiar mais de instruções iniciais que enfatizam as sílabas do que os fonemas. Os objetivos principais deste estudo foram investigar: 1) se as crianças se beneficiam mais do ensino de mapeamento ortográfico de fonemas ou de sílabas no início da aprendizagem da linguagem escrita em Português do Brasil e 2) se incluir instrução sobre gestos articulatórios no ensino de mapeamento ortográfico de fonemas melhora a habilidade de segmentação fonêmica mais do que o treinamento sem esse componente. Este é um estudo experimental com um design de préteste e pós-testes e atribuição aleatória de participantes para os grupos experimentais e controle. Noventa crianças falantes do Português do Brasil, com média de idade de 4 anos e 5 meses, foram selecionadas em uma escola pública da cidade de São Paulo, SP, Brasil. As crianças receberam instruções em pequenos grupos em uma de 4 condições: 1) mapeamento ortográfico de fonemas com articulação (MOF+A), 2) mapeamento ortográfico de fonemas sem articulação (MOF), 3) mapeamento ortográfico de sílabas sem articulação (MOS), ou 4) desenhos com temas livres (Controle). Em seguida, as crianças foram avaliadas em uma tarefa de aprendizagem de palavras seguida por tarefas de leitura, escrita, segmentação fonêmica e silábica. Os resultados mostraram que as crianças nos grupos MOF+A e MOF superaram as crianças nos grupos MOS e Controle em tarefas de leitura e de escrita. A instrução com gestos articulatórios beneficiou as crianças mais do que a instrução sem esse componente. O grupo MOF+A superou os outros em segmentação fonêmica, leitura e escrita. Em um estudo de acompanhamento (follow-up) realizado um ano e meio mais tarde, 48 crianças, 12 de cada condição experimental, foram avaliadas novamente em várias habilidades de literacia. As crianças que receberam previamente os treinamentos em mapeamento ortográfico de fonemas tiveram melhor desempenho nas tarefas de segmentação fonêmica, de leitura e de escrita, do que as crianças que receberam treinamento em mapeamento ortográfico de sílabas e as crianças do grupo controle. Os resultados em conjunto mostram que, apesar do fato de que as sílabas são unidades muito salientes em Português do Brasil, o ensino de mapeamento ortográfico de fonemas para leitores e escritores iniciantes é mais eficaz do que o ensino do mapeamento ortográfico de sílabas / Learning to read and write in alphabetic writing systems, such as Brazilian Portuguese, depends on a cognitive process of forming connections between the letters in spellings of written words and the sounds in pronunciations of spoken words, known as orthographic mapping. Evidence from studies with English speakers shows that children in the early phases of learning to read and write use orthographic mapping at the graphophonemic level, i.e., letters and phonemes; subsequently when they acquire more reading experience they move on to use orthographic mapping at a higher level using units such as syllables, i.e., graphosyllabic units. Because syllables are so prominent in Portuguese, researchers and teachers have suggested that Portuguese-speaking children would benefit more from early reading instruction that emphasizes syllables rather than phonemes. The main objectives of this study were to explore: 1) whether children benefit more from instruction of orthographic mapping of phonemes or syllables at the outset of learning to read in Brazilian Portuguese and 2) whether including articulatory gestures in the training of orthographic mapping of phonemes improves phonemic segmentation more than training without articulation. This was an experimental study with a pretest/posttest and random assignment of participants to treatment and control groups. Ninety Brazilian Portuguese speakers, mean age 4 years, 5 months, were drawn from one public kindergarten in São Paulo, Brazil. Children received instruction within small groups in one of 4 conditions: 1) orthographic mapping of phonemes with articulation (OMP+A), 2) orthographic mapping of phonemes without articulation (OMP), 3) orthographic mapping of syllables without articulation (OMS), or 4) drawing pictures (Control). Then children were assessed in a word-learning task followed by reading, spelling, phonemic, and syllabic segmentation tasks. Results showed that children in the OMP+A and the OMP groups outperformed children in the OMS and control groups in reading and spelling tasks. Instruction with articulatory gestures benefited children more than instruction without this component. The OMP+A group outperformed the others in phonemic segmentation, reading, and spelling. In a follow up study conducted 1.5 years later, 48 children, 12 from each experimental condition, were assessed again in several literacy skills. Children who received orthographic mapping of phonemes performed better in phonemic segmentation, reading, and spelling tasks than children who received orthographic mapping of syllables training or children in the control group. Overall results show that, despite the fact that syllables are very salient units in Brazilian Portuguese, teaching orthographic mapping of phonemes to beginning readers is more effective than teaching orthographic mapping of syllables

De finmotoriska förmågorna är oerhört viktiga vad det gäller den mänskliga läs- och skrivförmågan, då handen behöver vara tränad för att göra små rörelser och ögonen ska kunna följa dessa rörelser. Barn som har svårigheter med de finmotoriska förmågorna blir beroende av andra, då de kan få svårt att klara av vardagliga bestyr så som att klä på sig själva och använda bestick. Något som försvårar arbetet med de finmotoriska förmågorna utomhus är att barn använder vantar stora delar av året och att tillgång till materiel som utmanar handrörelser plockas fram mer sällan under vinterhalvåret på grund av kylan. Detta gör att barn inom I ur och skur-förskolor som oftast är ute får mindre träning av de finmotoriska förmågorna under kalla årstider. Vi har jämfört I ur och skur-förskolor med förskolor utan den inriktningen, vad det gäller arbetet med de finmotoriska förmågorna. För att få svar på vår frågeställning använde vi oss av telefonintervjuer till fyra I ur och skur-förskolor och fyra förskolor utan den inriktningen. I intervjuerna frågade vi om vilken materiel som fanns tillgänglig för barnen, hur de arbetar med de finmotoriska förmågorna i planerade aktiviteter samt hur ofta de hade planerade aktiviteter. Genom de här frågorna fick vi fram svar på hur medvetet de olika förskolorna arbetar med de finmotoriska förmågorna. Det visade sig att det inte skiljde sig något mellan de olika typerna av förskolor, något vi inte håller med om efter egna erfarenheter. Största delen av de olika förskolorna ansåg att de finmotoriska förmågorna tränas automatiskt i den fria leken och vardagen, något som tidigare studier säger emot då barn ofta väljer bort den typen av aktivitet vid fri lek. Våra intervjuer visar endast på vad pedagogerna anser och inte på vad som faktiskt sker, därför hade en observationsstudie varit bra att komplettera med. / The fine motor ability is extremely important when it comes to reading and writing skills, since the hand needs to be trained to do small movements and the eyes needs to be able to follow these movements. Children who have difficulties with the fine motor ability become dependence of others, since they have problems clothing themselves and using cutlery. The development of the fine motor ability becomes difficult when the children use mittens outdoors since they are in the way and material that challenges the fine motor skills isn´t as available during the cold seasons. This doesn´t allow children at I ur och skur preschools, which are all-time outdoor preschools, the same training of fine motor ability during cold seasons. The aim of this study is to compare I ur och skur preschools with preschools without that direction, regarding the development of fine motor ability. To answer our questions we used telephone interviews to four I ur och skur preschools and four preschools without that direction. In the interviews we asked about what material was available for the children, how they trained the fine motor ability in planned activities and how often they had planned activities. By means of these questions we got answers that showed how deliberately the different preschools worked with the fine motor ability. The study showed that there was not any difference between the preschools, something we do not agree on based on own experiences. Most preschools claimed that the fine motor ability automatically trained in free play and everyday experiences. Our interviews only showed what the preschool teachers claim and not what really happens in the preschool, thus an observation study would have been a good complement, considering this.

Nous avons examiné la nature du lien, additif ou interactif, entre les capacités attentionnelles et les habiletés de motricité fine et leur influence sur les habiletés d’écriture ultérieures. Les mesures de l’échantillon (n=439) de l’étude montréalaise sur le préscolaire en milieu défavorisé (MLEPS) à la maternelle incluent des questionnaires aux enseignants, des évaluations sur la connaissance des nombres et du vocabulaire réceptif des élèves et caractéristiques familiales rapportées par les parents. En 3ème année, les mesures proviennent de questionnaires aux enseignants. Selon les résultats des régressions multiples de notre modèle, un élève qui avait de bonnes capacités d’attention ou de motricité fine à la maternelle, avait plus de chances d’avoir de bonnes habiletés d’écriture en 3ème année. L’interaction entre l’attention et la motricité fine était aussi significative, ce qui signifie que les capacités d’attention, avec l’influence des habiletés de motricité fine, prédisent davantage les habiletés d’écriture ultérieure. Il est pertinent de mesurer la réussite scolaire en écriture puisque les élèves à l’école peuvent investir de 31 à 60% de leur temps à réaliser des tâches motrices et 85% de celles-ci incluraient un crayon et du papier (McHale & Cermak, 1992). L’écriture serait aussi importante que les mathématiques et la lecture pour la réussite scolaire (Cutler & Graham, 2008). En identifiant les éléments clés de la réussite en écriture, nous pourrons mieux intervenir et soutenir les élèves, et ainsi, nous pourrions augmenter leurs chances de vivre des expériences positives à l’école, d’obtenir un diplôme et d’ intégrer le marché du travail. / Studies on school readiness aim to identify key elements that positively influence later school achievement. In this study, we examined direct and indirect links between attention skills and fine motor skills on later writing skills with a data set from the Montreal Longitudinal-Experimental Preschool Study (MLPS). Kindergarten measures include teacher ratings of attention and fine motor skills, direct assessments of number knowledge and receptive vocabulary, and parentreported family characteristics. By then end of 3rd grade, teachers also rated children’s writing skills. In our model, attention skills and fine motor skills predicted writing achievement by the end of 3rd grade. Our multiple regression results indicated that higher level of kindergarten attention or fine motor skills were associated with greater chances of belonging to better writing skills in 3rd grade. The interaction between attention skills and fine motor skills was also significant which means that attention skills are more predictive with the influence of fine motor skills. Measuring writing achievement is pertinent because at school, more than 31% to 60% of school time involved motor tasks and 85% of these included paper and pencil activites (McHale & Cermak, 1992).Writing is as much important as maths and reading for school achievement (Cutler & Graham, 2008) Identifying key elements of later writing achievement will help to adapt interventions that will occur early in childhood. We need to increase chances for children to have good and positive experiences at school, and eventually, graduate and join the labor market.

Syftet med denna avgränsade systematiska forskningsöversikt är att studera de senaste fem årens evidensbaserade undervisningsmetoder för skrivutveckling. Syftet är också att studera hur sambandet mellan skrivutveckling, arbetsminne och självförmåga ser ut, samt dess konsekvenser för skrivundervisningen. Målgruppen är högstadie- och gymnasieelever som kämpar med skrivandet i skolan, så kallade struggling writers. Föreliggande studie består av åtta forskningsstudier som undersöker evidensbaserade effektiva skrivstrategier. Studierna är utvalda och avgränsade utifrån bestämda inkluderings- och exkluderingskriterier. Analys och tolkning sker både med utgångspunkt i Banduras social kognitiva teori samt utifrån aktuell forskning inom fältet. Resultatet visar att effektiva skrivundervisningsmetoder ger stöd för arbetsminnet och utvecklar skrivförmågan genom välstrukturerade strategier som även ger visuellt stöd. Därutöver innefattar undervisningsmetoderna medvetenhet om lärandet som social aktivitet vilket betonar goda relationer, konstruktiv feedback samt stöttande lärare som utgår från explicita metoder. Resultatet visar också att elevernas skrivförmåga förbättras när man lägger vikt vid att arbeta med deras tankesätt och självförmåga. / The aim of this limited systematic research review is to study evidence based teaching methods for writing, over the last five years. The aim is also to study the link between writing development, working memory and self-efficacy, and the consequences of such a linkage. The target group are struggling writers in late elementary and high school that experience difficulties in writing composition.   The present study consists of eight research studies on effective writing strategies, selected and limited by certain inclusion and exclusion criteria. The analysis and interpretation are carried out from the perspective of Bandura’s social cognitive theory, as well as from previous research in the field. The result shows that effective teaching methods for writing support students’ working memory and writing skills through well-defined structures and visual support. Furthermore, the methods include awareness of learning as a social activity which emphasises good relations, constructive feedback and supportive teachers using explicit methods. The result also suggests that when addressing students’ mindset and supporting their self-efficacy, writing proficiency improves.

No description available.

Den underliggande idén för denna studie är frågan om en ljudrelaterad grammatik kan undervisas via fonologiska övningar och diktamen för att förbättra den mekaniska skrivförmågan och om språkundervisningsmetoder för årskurs 1–2 kan också utnyttjas för äldre elever. Huvudsyftet med den här studien är att undersöka hur sverigefinska elever behärskar ljud av standardfinska med fokus på långa och korta vokaler och konsonanter samt diftonger. Dessutom är målet att testa en diktamensmetod som bedömer utgångsnivån av elevernas färdighetsnivå för att skriva korta och långa vokaler och konsonanter samt diftonger. Forskningsfrågorna är följande: 1) Vilka slags avvikelser jämfört med standardfinska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 2) Hur mycket avvikelser jämfört med standard finska finns i sverigefinska elevers skrivning av korta och långa vokaler och konsonanter samt diftonger? 3) Vilken typ av korrelation kan man hitta mellan avvikelser jämfört med standard finska och externa bakrundsvariabler. Denna studie av vilken teoretisk bakgrund läggs på fonologi, pedagogik och sociolingvistik har ett särskilt fokus på sverigefinsk kultur och flerspråkighet. Huvudmaterialet samlades in genom en diktamensövning med 22 skolelever i åldern 9–13 år och analyserades med hjälp av ordstrukturanalys. Utöver detta analyserades ett berättande textprov från tio elever. Bakgrundsinformation samlades in från föräldrar och jämfördes med resultaten av ordstrukturanalysen med hjälp av en implikationsskala. Studien visar att de viktigaste avvikelserna kring långa vokaler och konsonanter är de saknade bokstäverna, dvs enkelskrivning av ljuden. De mest utmanande långa vokalerna är oo, ee, yy och ää och de långa konsonanterna ss, rr och nn. Dessutom sker omkastning mellan bokstäver: för vokaler u > o, o > å och y > u och för konsonanter: m > n och kk > ck. De mest utmanande diftongerna är yi, ey, ie, uo, yö, öy, äy och iy och de lättaste att hantera är ai, oi, au, eu och öi. Dessutom blandas ibland o ihop u, u ihop y och ä ihop e. Det verkar som att bakgrundsvariablerna inte visar någon betydande korrelation med de språkliga färdigheterna vid hantering av vokaler, konsonanter och diftonger. Hur som helst säger en försiktig tolkning att det verkar ha en positiv effekt om man har lärt sig språket under de första tre åren och om man använder språket med släktingar. / The underlying idea of this study is a question if phoneme related grammar can be taught via phonological exercises and dictations in order to improve mechanical writing skills and if language teaching methods for grade 1–2 can also be utilized for older students. The main objective of this study is to study the command of standard Finnish phonemes among Sweden Finn pupils, focusing on long and short vowels and consonants, and diphthongs. In addition, the target is to test a dictation method which assesses the starting level of pupils’ competence in writing short and long vowels and consonants, and diphthongs. The research questions are the following: 1) What kind of deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 2) How much of the deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 3) What kind of correlation can be found between these deviations, compared to standard Finnish and the background variables? The theoretical background of this study is based on phonology, educational science and sociolinguistic, and it has its special focus on Swedish-Finnish culture and multilingualism. The main data was collected with a dictation from 22 pupils aged 9–13 years old and analyzed by using word structure analysis. In addition to this the narratives of text samples by ten pupils were analyzed. Background information was collected from parents and compared with the results of the word structure analysis, by using an implication scale. The study shows that the main deviations regarding long vowels and consonants are missing letters, that is, the use of single letters where two are expected.  The most challenging long vowels are oo, ee, yy and ää and the long consonants ss, rr and nn. In addition, a replacement between letters appears: with vowels u > o, o > å and y > u and with consonants: m > n and kk > ck.The most challenging diphthongs are yi, ey, ie, uo, yö, öy, äy and iy, and the easiest to manage are ai, oi, au, eu and öi. Besides this some disorders between o and u, u and y and ä and e appear. It seems that background variables do not show any significant dependencies on competences in managing vowels, consonants and diphthongs. However with a cautious interpretation, there seems to be a positive effect if the language have been learnt during the first three years and if the language is used with relatives.

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No. of bitstreams: 1 TeseGARA.pdf: 2497536 bytes, checksum: 06cb7ef166a14c1995580e6cae8fac14 (MD5) Previous issue date: 2015-09-30 / Não recebi financiamento / Este estudo objetivou analisar os sentidos e significados que adultos com deficiência intelectual (DI), entre os quais é grande a desvantagem no que diz respeito à aquisição da língua escrita, atribuem à alfabetização e letramento. No âmbito teórico-metodológico, fundamentou-se nos pressupostos histórico-culturais. Trata-se de pesquisa qualitativa do tipo estudo de caso múltiplo e os instrumentos adotados foram análise documental, entrevista semiestruturada e aplicação de um protocolo de avaliação em leitura e escrita. Os sujeitos foram cinco adultos com deficiência intelectual com idades variando de 36 a 46 anos, os quais já haviam participado de uma pesquisa com intervenção em leitura e escrita. A análise dos dados foi realizada por meio de levantamento de núcleos de significação organizados da seguinte forma: sentido e significado atribuído à leitura e à escrita; bens culturais e materiais relacionados ao desenvolvimento do deficiente intelectual e lugar social de leitor/escritor ocupado pelos sujeitos da pesquisa. Os dados revelaram que os sujeitos conhecem materiais escritos, os quais perpassam por diferentes instrumentos técnicos semióticos – cadernos, livros, jornais, celulares, computadores –, mas nem todos acessam esses materiais da mesma forma. Constatou-se que alguns avançaram nos aspectos referentes à língua escrita e outros não e que os sentidos e significados atribuídos à leitura e à escrita reverberam o modo como ocorre a alfabetização, em que o significado estabilizado resultante de práticas pedagógicas de leitura e escrita geralmente não tem ligação com o contexto social. Esses dados se correlacionam com a forma como as instituições vêm disponibilizando esses conhecimentos, destacando-se o distanciamento entre a leitura e a escrita trabalhadas dentro da escola e as vivenciadas em outras instâncias. Observa-se ainda que a limitação do uso da linguagem e da escrita também está associada à existência ou à ausência de oportunidades de evocação dos próprios conhecimentos e às condições materiais e culturais em que os discursos são produzidos. Para os sujeitos que desempenham atividades laborais, a leitura e a escrita estão ligadas aos aspectos de funcionalidade, de possibilidade de adquirir autonomia, de pertencimento, de melhorar a autoestima. Para os que apenas frequentam instituições escolares, a leitura e a escrita representam atividades repetitivas e sem funcionalidade. Estas primeiras reflexões indicam a necessidade de realização de mais pesquisas sobre as práticas comunicativas de adultos com DI e as zonas de sentido que se fazem presentes no processo de alfabetização e letramento, pois o significado é apenas uma delas, e várias são as vertentes que se abrem para futuras pesquisas com intuito de possibilitar reflexões sobre como a escola vem concebendo o processo de apropriação da língua escrita, sobre a terminalidade específica, a funcionalidade da língua escrita, a autonomia, entre outros. Esses questionamentos levam à hipótese de que, além das acadêmicas, existem outras habilidades importantes para a vida dessas pessoas. / A significant number of adults with intellectual disabilities (ID) who are at a disadvantage with respect to the acquisition of written language. In order to contribute to the scientific literature on literacy and literacy of adults with intellectual disabilities, this study aimed to analyze the meanings that these adults attach to literacy and literacy. The theoretical and methodological framework, the study was based on cultural historical assumptions. We chose the qualitative research study of multiple case types and the instruments used were documental analysis, semi-structured interviews and application of an evaluation protocol for reading and writing. The study included the participation of five adults with intellectual disabilities aged 36-46 years, which had already participated in a survey of reading and writing intervention. Data analysis was performed by lifting organized meaning core as follows: sense and meaning given to reading and writing; cultural goods and materials related to the development of intellectual and social poor place reader / writer occupied by the research subjects. The data revealed that subjects know written materials which permeate through different semiotic technical tools - notebooks, books, newspapers, cell phones, computers - but not all access these materials in the same way. In general aspects, we found that some advanced aspects relating to written language and some do not, and the meanings attributed to reading and writing, correlate with the concept of literacy, which gives the stabilized resulting meaning of pedagogical practices of reading and written without correlation with the social context. These data correlate with the way institutions is providing this knowledge, and highlight the gap between reading and writing worked within the school and lived in other instances. It is also observed that the limitation of the use of language and writing is also associated opportunities or not evocation of own knowledge, material and cultural conditions in which discourses are produced. In this respect it was found that subjects who perform work activities correlated to reading and writing aspects of functionality, the possibility of acquiring autonomy, belonging, to improve self-esteem. Those who restricted participation in schools give sense and meaning to reading and writing correlating them to repetitive activities and no functionality. Through the above, we believe it is necessary research on the communicative practices of adults with ID and areas of meaning that are present in literacy and literacy process, because the meaning is just one of them and these initial thoughts are not sufficient to meet the gaps in this process. On the other hand, given the characteristics and the design of the research there are several aspects that open for future research aiming to reflect on how the school is designing the process of written language appropriation, completion specifies the written language functionality , autonomy, among others. These questions lead us to hypothesis that besides the academic skills are other important life skills of those people who should not be overlooked

Aprender a ler e a escrever em sistemas alfabéticos de escrita, como em português do Brasil, depende de um processo cognitivo de formar conexões entre as letras nas grafias de palavras escritas e os sons nas pronúncias de palavras faladas, o que se denomina de mapeamento ortográfico. Evidências provenientes de estudos com falantes do inglês demonstram que as crianças nas fases iniciais da aprendizagem da leitura e da escrita realizam o mapeamento ortográfico no nível grafofonêmico, isto é, das letras e fonemas; posteriormente quando elas adquirem mais experiência em leitura elas passam a utilizar o mapeamento ortográfico em um nível maior usando unidades como as sílabas, i.e., unidades grafossilábicas. Como as sílabas são muito proeminentes em português, pesquisadores e professores tem sugerido que crianças falantes do português poderiam se beneficiar mais de instruções iniciais que enfatizam as sílabas do que os fonemas. Os objetivos principais deste estudo foram investigar: 1) se as crianças se beneficiam mais do ensino de mapeamento ortográfico de fonemas ou de sílabas no início da aprendizagem da linguagem escrita em Português do Brasil e 2) se incluir instrução sobre gestos articulatórios no ensino de mapeamento ortográfico de fonemas melhora a habilidade de segmentação fonêmica mais do que o treinamento sem esse componente. Este é um estudo experimental com um design de préteste e pós-testes e atribuição aleatória de participantes para os grupos experimentais e controle. Noventa crianças falantes do Português do Brasil, com média de idade de 4 anos e 5 meses, foram selecionadas em uma escola pública da cidade de São Paulo, SP, Brasil. As crianças receberam instruções em pequenos grupos em uma de 4 condições: 1) mapeamento ortográfico de fonemas com articulação (MOF+A), 2) mapeamento ortográfico de fonemas sem articulação (MOF), 3) mapeamento ortográfico de sílabas sem articulação (MOS), ou 4) desenhos com temas livres (Controle). Em seguida, as crianças foram avaliadas em uma tarefa de aprendizagem de palavras seguida por tarefas de leitura, escrita, segmentação fonêmica e silábica. Os resultados mostraram que as crianças nos grupos MOF+A e MOF superaram as crianças nos grupos MOS e Controle em tarefas de leitura e de escrita. A instrução com gestos articulatórios beneficiou as crianças mais do que a instrução sem esse componente. O grupo MOF+A superou os outros em segmentação fonêmica, leitura e escrita. Em um estudo de acompanhamento (follow-up) realizado um ano e meio mais tarde, 48 crianças, 12 de cada condição experimental, foram avaliadas novamente em várias habilidades de literacia. As crianças que receberam previamente os treinamentos em mapeamento ortográfico de fonemas tiveram melhor desempenho nas tarefas de segmentação fonêmica, de leitura e de escrita, do que as crianças que receberam treinamento em mapeamento ortográfico de sílabas e as crianças do grupo controle. Os resultados em conjunto mostram que, apesar do fato de que as sílabas são unidades muito salientes em Português do Brasil, o ensino de mapeamento ortográfico de fonemas para leitores e escritores iniciantes é mais eficaz do que o ensino do mapeamento ortográfico de sílabas / Learning to read and write in alphabetic writing systems, such as Brazilian Portuguese, depends on a cognitive process of forming connections between the letters in spellings of written words and the sounds in pronunciations of spoken words, known as orthographic mapping. Evidence from studies with English speakers shows that children in the early phases of learning to read and write use orthographic mapping at the graphophonemic level, i.e., letters and phonemes; subsequently when they acquire more reading experience they move on to use orthographic mapping at a higher level using units such as syllables, i.e., graphosyllabic units. Because syllables are so prominent in Portuguese, researchers and teachers have suggested that Portuguese-speaking children would benefit more from early reading instruction that emphasizes syllables rather than phonemes. The main objectives of this study were to explore: 1) whether children benefit more from instruction of orthographic mapping of phonemes or syllables at the outset of learning to read in Brazilian Portuguese and 2) whether including articulatory gestures in the training of orthographic mapping of phonemes improves phonemic segmentation more than training without articulation. This was an experimental study with a pretest/posttest and random assignment of participants to treatment and control groups. Ninety Brazilian Portuguese speakers, mean age 4 years, 5 months, were drawn from one public kindergarten in São Paulo, Brazil. Children received instruction within small groups in one of 4 conditions: 1) orthographic mapping of phonemes with articulation (OMP+A), 2) orthographic mapping of phonemes without articulation (OMP), 3) orthographic mapping of syllables without articulation (OMS), or 4) drawing pictures (Control). Then children were assessed in a word-learning task followed by reading, spelling, phonemic, and syllabic segmentation tasks. Results showed that children in the OMP+A and the OMP groups outperformed children in the OMS and control groups in reading and spelling tasks. Instruction with articulatory gestures benefited children more than instruction without this component. The OMP+A group outperformed the others in phonemic segmentation, reading, and spelling. In a follow up study conducted 1.5 years later, 48 children, 12 from each experimental condition, were assessed again in several literacy skills. Children who received orthographic mapping of phonemes performed better in phonemic segmentation, reading, and spelling tasks than children who received orthographic mapping of syllables training or children in the control group. Overall results show that, despite the fact that syllables are very salient units in Brazilian Portuguese, teaching orthographic mapping of phonemes to beginning readers is more effective than teaching orthographic mapping of syllables

This diploma thesis deals with the issue of written expression of pupils in relation to their region and the type of schools in which they are educated. It also deals with spelling skills of pupils with specific developmental disorders of scholastic skills. The theoretical part summarizes the findings relating to the development of writing skills. It describes two basic developmental models, as well as the diagnostics of spelling. The research part consists of two assessment methods such as the quantitative methodology and the qualitative research methods which summarize the level of spelling skills contained in the research sample. The diagnosis revealed that both of the assessment methods are reliable and comparable for the diagnosis of the specific developmental disorders of scholastic skills and their outputs. The research revealed lower scores amongst pupils in the region who were included in the conducted tests used for the research. This research helped to define similarities and differences in spelling skills between socially disadvantaged pupils and pupils with specific developmental disorders of scholastic skills. Keywords: specific developmental disorders of scholastic skills, dysorthographia, development of writing skills, spelling diagnostics, writing tests, social disadvantages