Learning of spelling in mozambican basic education

• Autor(a) principal: Vicente, Francisco
• Data de Publicação: 2019
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.21814/diacritica.411
• topic: Learning of spelling; Syllabic complexity; Mozambican children; Basic Education; Aprendizagem da ortografia; Complexidade silábica; Crianças moçambicanas; Ensino básico

Research already available shows difficulties in spelling in a population of different levels of education, from basic to university, and in different varieties of Portuguese (Abaurre 2001; Gonçalves & Vicente 2010; Miranda & Matzenauer 2010; Santos 2013; Veloso 2003; among others). The main objective of this research was to assess the impact of the complexity of the syllabic structure on the learning of orthography in Mozambican children of Basic Education, namely 2nd, 3rd, 4th, and 5th graders. To achieve this objective, through a task of picture naming, the subjects were asked to write a set of words (cf. Santos 2013; Veloso 2003). The children evaluated are speakers of Portuguese as second language (L2) and their mother tongue (L1) is Changana. The words tested included syllables of different formats: V (asa), CV (faca), CCV (prato, blusa) e CVC (porta, balde, pasta). The analysis of the collected data allowed to establish the following order of learning of the writing of syllabic formats in the evaluated subjects: CV, V >> CCV >> CVC. This order of learning of the writing of the syllabic formats is in agreement with previous researches on the spelling knowledge in Portuguese L1 (Abaurre 2001; Miranda & Matzenauer 2010).