How to teach spelling at primary school: some tendencies

Detalhes bibliográficos
Autor(a) principal: Macário, Maria João
Data de Publicação: 2019
Outros Autores: Sá, Cristina Manuela
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34624/id.v11i4.10637
Resumo: In this text, we intend to present some guidelines concerning the teaching of spelling in primary school, placing it within a greater domain: teaching to compose texts. We chose to focus in this educational context, because it is at this level that the formal approach of writing begins. The sooner the pupil develops competences in spelling, the easier it will be for him/her to master it. This will free the pupil from concerns related with spelling and allow him/her to focus on deeper issues demanding the use of competences related with composition. In order to avoid the tendency to over/undervalue the spelling in written texts, it is important to be conscious of the didactic principles underlying the teaching and learning of writing and to reflect on strategies and activities leading to an effective development of competences by the pupils. These are the issues we discuss in this text: strategies and activities designed to teach spelling and to deal with misspelling.
id RCAP_87bfb930fbaf8d6fc9fc6d98fc7c7df1
oai_identifier_str oai:proa.ua.pt:article/10637
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling How to teach spelling at primary school: some tendenciesPropostas didáticas de abordagem da ortografia no 1.º CEB: algumas tendênciasIn this text, we intend to present some guidelines concerning the teaching of spelling in primary school, placing it within a greater domain: teaching to compose texts. We chose to focus in this educational context, because it is at this level that the formal approach of writing begins. The sooner the pupil develops competences in spelling, the easier it will be for him/her to master it. This will free the pupil from concerns related with spelling and allow him/her to focus on deeper issues demanding the use of competences related with composition. In order to avoid the tendency to over/undervalue the spelling in written texts, it is important to be conscious of the didactic principles underlying the teaching and learning of writing and to reflect on strategies and activities leading to an effective development of competences by the pupils. These are the issues we discuss in this text: strategies and activities designed to teach spelling and to deal with misspelling.Dans ce texte, on veut présenter quelques informations destinées à guider l’enseignement de l’orthographe à l’école primaire, en le situant dans un cadre plus large : celui de l’enseignement de la composition de textes. On a décidé de se centrer sur ce contexte éducatif, parce que c’est dans cette étape de scolarisation que l’on commence l’approche formelle de l’écriture. Le plus tôt l’enfant commence à développer des compétences en orthographe, le plus facile ce sera de la maîtriser. Cet effort le libérera de préoccupations concernant l’orthographe et lui permettra de se concentrer sur des aspects plus profonds de l’écriture qui demandent le recours à des compétences liées à la composition. Afin d’éviter la tendance à sur/sous valoriser l’orthographe dans l’écriture de textes, il est important de prendre conscience du rôle joué par certains principes didactiques dans l’enseignement et l’apprentissage de l’écriture et de réfléchir sur des stratégies et des activités débouchant sur un vrai développement de compétences chez les élèves. Voici les topiques que l’on discute dans ce texte : des stratégies et des activités visant l’enseignement de l’orthographe et l’éradication de la faute.Neste artigo, propomo-nos apresentar uma revisão de literatura com algumas linhas de trabalho com a ortografia no 1.º Ciclo do Ensino Básico, integrando-a de forma mais lata numa Didática (da escrita). Focamo-nos nesse nível de ensino por ser nele que se inicia a abordagem formal à escrita. Quanto mais cedo o aluno desenvolver a competência ortográfica, mais fácil será a sua automatização. Isso libertá-lo-á de preocupações ortográficas e permitir-lhe-á atender a questões mais profundas, que resolve por meio da competência compositiva. Procurando inverter a tendência para sobre/subvalorizar a ortografia nos textos escritos, é importante conhecer princípios didáticos subjacentes ao ensino e aprendizagem da escrita e refletir sobre estratégias e atividades didáticas que conduzam a um efetivo desenvolvimento de competências nos alunos. É precisamente o que discutimos neste artigo: estratégias e atividades de trabalho com a ortografia, bem como o tratamento do erro ortográfico.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-12-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i4.10637https://doi.org/10.34624/id.v11i4.10637Indagatio Didactica; Vol 11 No 4 (2019); 223-240Indagatio Didactica; Vol. 11 Núm. 4 (2019); 223-240Indagatio Didactica; Vol. 11 No 4 (2019); 223-240Indagatio Didactica; vol. 11 n.º 4 (2019); 223-2401647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/10637https://proa.ua.pt/index.php/id/article/view/10637/6967Macário, Maria JoãoSá, Cristina Manuelainfo:eu-repo/semantics/openAccess2023-09-22T10:18:00Zoai:proa.ua.pt:article/10637Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:19.984211Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv How to teach spelling at primary school: some tendencies
Propostas didáticas de abordagem da ortografia no 1.º CEB: algumas tendências
title How to teach spelling at primary school: some tendencies
spellingShingle How to teach spelling at primary school: some tendencies
Macário, Maria João
title_short How to teach spelling at primary school: some tendencies
title_full How to teach spelling at primary school: some tendencies
title_fullStr How to teach spelling at primary school: some tendencies
title_full_unstemmed How to teach spelling at primary school: some tendencies
title_sort How to teach spelling at primary school: some tendencies
author Macário, Maria João
author_facet Macário, Maria João
Sá, Cristina Manuela
author_role author
author2 Sá, Cristina Manuela
author2_role author
dc.contributor.author.fl_str_mv Macário, Maria João
Sá, Cristina Manuela
description In this text, we intend to present some guidelines concerning the teaching of spelling in primary school, placing it within a greater domain: teaching to compose texts. We chose to focus in this educational context, because it is at this level that the formal approach of writing begins. The sooner the pupil develops competences in spelling, the easier it will be for him/her to master it. This will free the pupil from concerns related with spelling and allow him/her to focus on deeper issues demanding the use of competences related with composition. In order to avoid the tendency to over/undervalue the spelling in written texts, it is important to be conscious of the didactic principles underlying the teaching and learning of writing and to reflect on strategies and activities leading to an effective development of competences by the pupils. These are the issues we discuss in this text: strategies and activities designed to teach spelling and to deal with misspelling.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-19
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v11i4.10637
https://doi.org/10.34624/id.v11i4.10637
url https://doi.org/10.34624/id.v11i4.10637
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/10637
https://proa.ua.pt/index.php/id/article/view/10637/6967
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 11 No 4 (2019); 223-240
Indagatio Didactica; Vol. 11 Núm. 4 (2019); 223-240
Indagatio Didactica; Vol. 11 No 4 (2019); 223-240
Indagatio Didactica; vol. 11 n.º 4 (2019); 223-240
1647-3582
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799133571369140224

Registros relacionados