Abstract

MELO, Kátia Leal Reis de  and  REGO, Lúcia Lins Browne. Innovating the teaching of writing in the classroom. Cad. Pesqui. [online]. 1998, n.105, pp.92-109. ISSN 0100-1574.

The purpose of the present study was to develop and evaluate the effects of an alternative pedagogic practice for the teaching of contextual spelling rules, stimulating children to reflect and discuss so that they may construct, understand and be aware about principles of orthography, thereby enabling them to make generative use of the latter. The study, in which children from the first and second grades took part, consisted of five phases. The first phase involved training the teacher. The second allowed the children of each of the two classes to be organized into three groups comprising an experimental group and two control groups duly matched. In the third phase (pretest) was checkied the children's level of spelling and selected the rule to be worked on in the intervention phase. During the intervention, the groups were then submitted to different ways of teaching spelling (fourth phase). The experimental groups were exposed to the alternative practice described in this study, while the control groups were submitted to the existing practices used in their schools. The fifth phase consisted of two posttests intended to compare the progress and stability of the groups with regard to orthographic competence after the intervention. The results obtained reveal a significant superiority of the children in the experimental groups in comparison with the control groups as far as an acquisition of the rule worked on is concerned.

Keywords : Ortografia; Processo Ensino-Aprendizagem; Prática de Ensino; Pesquisa Experimental .

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