Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

• Autor(a) principal: Vaz, Suellen [UNESP]
• Data de Publicação: 2015
• Outros Autores: Pezarini, Isabela De Oliveira [UNESP], Paschoal, Larissa [UNESP], Chacon, Lourenço [UNESP]
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2317-17822015000300230&lng=en&nrm=iso&tlng=en; http://hdl.handle.net/11449/127288
• topic: Handwriting; Language development; Child; Phonetics; Linguistics; Escrita manual; Desenvolvimento da linguagem; Criança; Fonética; Linguística

PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.