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Speech perception and writting acquisition of sonorants

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


Although investigations conduced by speech pathologists and linguists developed in Brazil are concerned of 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 understandig 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 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 a 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.

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