Analysis of spelling errors of first-year literacy students

• Autor(a) principal: Silva, Ana Paula
• Data de Publicação: 2023
• Outros Autores: Martins, Daiane Aparecida, Almeida Baronas, Joyce Elaine de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/48232
• topic: Sociolinguistics; Error; Orality; Writing; Sociolingüística; Error; Oralidad; Escritura; Sociolinguística; Erro; Oralidade; Escrita

This article, inserted in the scope of Educational Sociolinguistics, aims to describe and analyze the difficulties of children in relation to learning to write and what are the interferences of orality in this process found in the written textual productions of first year students, of Elementary School I, from the Moacyr Camargo Martins Municipal School, in the city of Londrina. The theoretical basis of this study is anchored in the studies proposed by Mattoso (1957), Bortoni-Ricardo (2004, 2005, 2006, 2008) and Cagliari (2006) about spoken and written language, as well as the categories of analysis proposed by Bortoni-Ricardo (2004, 2005, 2006, 2008). In addition to the sociolinguistic assumptions, this work is also based on the literacy phases brought by Ferreiro and Teberosky (1984). Through analysis, problems in children's writing were investigated, focusing on the interference of orality and the lack of knowledge of arbitrary spelling conventions, classifying errors from these categories. The data show that students absorb several phenomena of orality, as well as having difficulty following all current orthographic norms due to their still recent contact with them, results that are in line with the hypotheses made initially.