Speech perception and writting acquisition of sonorants

• Grant number: 11/22873-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: March 01, 2012
• End date: December 31, 2012
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Linguistic Theory and Analysis
• Principal Investigator: Lourenço Chacon Jurado Filho
• Grantee: Suellen Vaz de Souza
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

Although investigations conducted by speech pathologists and linguists developed in Brazil are concerned with relationships between orthography and phonetic-phonological aspects of language in writing acquisition, links between auditory-perceptual characteristics of the segments of speech and orthography have not been investigated in children from lower grades of elementary school. Searching for a better understanding of these links, the present research aims to: (1) investigate relationships between auditory-perceptual performance and writing performance of sonorants consonants in children from the first and the second grade of elementary school; (2) investigate relationships between these two kinds of performance and each one of these two education grades; and (3) investigate if the order of perceptual-auditory and orthography tasks causes the difference of performance of children. Data of these two kinds of performance will be extracted from 129 children who attend the two initial grades from a public elementary school located in Marilia (SP). Auditory-perceptual data will be extracted by means of the Instrumento de Avaliação da Percepção de Fala - PERCEFAL - elaborated by Berti (2011), supported by the PERCEVAL (Perception Evaluation Auditive & Visuelle) software (ANDRÉ ET AL, 2009). The orthography data will be extracted from the dictation of the same words which are included in the PERCEFAL. In analyzing the results, it will be observed relationships between (a) auditory-perceptual accuracy and orthography (percentage of errors, corrects and non-responses); (b) response time of trial and error in the perception task; and (c) ability to identify the contrast between the sonorants, or identification of contrasts more easily or more difficult perceived by the children in the auditory-perceptual and orthography tasks.(AU)