The appropriation of the alphabetic writing system by children with intellectual disabilities

• Autor(a) principal: Gomes, Adriana Leite Limaverde
• Data de Publicação: 2022
• Outros Autores: Morais, Artur Gomes de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/41334
• topic: alphabetical writing system appropriation; psychogenetic levels of writing; educational software; intellectual disability; apropriação do sistema de escrita alfabética; níveis psicogenéticos da escrita; software educativo; deficiência intelectual; apropiación del sistema de escritura alfabética; niveles psicogenéticos de escritura; software educativo; discapacidad intelectual

In this article, we present the results of research that analyzed, based on spontaneous writings with and without pictures, the appropriation of the alphabetic writing system by children with intellectual disabilities in the initial phase of initial reading instruction. In the study, eight children participated in an initial and final assessment of the psychogenetic level of writing. We verified, in both situations, an important frequency of different sub-levels of writing, in the production of the same child, both in the condition with pictures and without pictures. We observed that there was no positive effect of testing with pictures on the evolution of the children’s conceptual level of writing. On the contrary, in the condition with pictures, we identified a lower percentage of notations at the alphabetic level, accompanied by an expansion of “Other” writings, whose characteristics were not included in the theory of psychogenesis of written language, as described by Ferreiro and Teberosky (1979). We concluded that the diversification of sub-levels in different testing situations did not always reveal a conceptual evolution of writing. Furthermore, there was a relation between the degree of writing difficulty and the result of this record.