<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822022000100201</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2022.1.41334</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A apropriação do sistema de escrita alfabética por crianças que apresentam deficiência intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[The appropriation of the alphabetic writing system by children with intellectual disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[La apropiación del sistema de escritura alfabética por parte de niños con discapacidad intelectual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Adriana Leite Limaverde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Artur Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822022000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822022000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, apresentamos os resultados de uma pesquisa que analisou, a partir de escritas espontâneas com e sem figuras, a apropriação do sistema de escrita alfabética por crianças com deficiência intelectual na fase inicial da alfabetização. No estudo, oito crianças participaram de uma avaliação inicial e final do nível psicogenético da escrita. Verificamos, em ambas as situações, uma frequência importante de variados subníveis de escrita, na produção de uma mesma criança, tanto na condição com figura como na sem figura. Observamos que não ocorreu efeito positivo da testagem com figura sobre a evolução do nível conceitual de escrita das crianças. Pelo contrário, na condição com figuras, identificamos menor percentual de notações do nível alfabético, acompanhada de uma ampliação de escritas &#8220;Outras&#8221;, cujas características não foram contempladas na teoria da psicogênese da língua escrita, como descrita por Ferreiro e Teberosky (1979). Concluímos que nem sempre a diversificação dos subníveis nas diferentes situações de testagem revelou uma evolução conceitual da escrita. Ademais, havia uma relação entre o grau de dificuldade de escrita e o resultado desse registro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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 &#8220;Other&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, presentamos los resultados de investigación que analizó, a partir de escrituras espontáneas con y sin figuras, la apropiación del sistema de escritura alfabética por niños con discapacidad intelectual en la fase inicial de alfabetización. En el estudio, ocho niños participaron en una evaluación inicial y final del nivel psicogenético de la escritura. Verificamos, en ambas situaciones, una frecuencia importante de variados subniveles de escritura, en la producción de un mismo niño, tanto en la condición con figura, como en la sin figura. Observamos que no hubo efecto positivo de las pruebas con figura sobre la evolución del nivel conceptual de escritura de los niños. Por el contrario, en la condición con figuras, identificamos un menor porcentaje de notaciones a nivel alfabético, acompañado de una ampliación de escrituras &#8220;Otras&#8221;, cuyas características no estaban contempladas en la teoría de la psicogénesis de la lengua escrita, como lo descrita por Ferreiro y Teberosky (1979). Concluimos que no siempre la diversificación de los subniveles en las diferentes situaciones de prueba reveló una evolución conceptual de la escritura. Además, había una relación entre el grado de dificultad de escritura y el resultado de ese registro.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[apropriação do sistema de escrita alfabética]]></kwd>
<kwd lng="pt"><![CDATA[níveis psicogenéticos da escrita]]></kwd>
<kwd lng="pt"><![CDATA[software educativo]]></kwd>
<kwd lng="pt"><![CDATA[deficiência intelectual]]></kwd>
<kwd lng="en"><![CDATA[alphabetical writing system appropriation]]></kwd>
<kwd lng="en"><![CDATA[psychogenetic levels of writing]]></kwd>
<kwd lng="en"><![CDATA[educational software]]></kwd>
<kwd lng="en"><![CDATA[intellectual disability]]></kwd>
<kwd lng="es"><![CDATA[apropiación del sistema de escritura alfabética]]></kwd>
<kwd lng="es"><![CDATA[niveles psicogenéticos de escritura]]></kwd>
<kwd lng="es"><![CDATA[software educativo]]></kwd>
<kwd lng="es"><![CDATA[discapacidad intelectual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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