Profile of the school orthographic from the 4th to 6th grade of elementary education at public schools and private schools

• Grant number: 11/23831-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): March 01, 2012
• Effective date (End): December 31, 2012
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Patricia Abreu Pinheiro Crenitte
• Grantee: Nathane Sanches Marques Silva
• Host Institution: Faculdade de Odontologia de Bauru (FOB). Universidade de São Paulo (USP). Bauru , SP, Brazil

Abstract

The acquisition process of written Portuguese language is complex, it requires a child's phonological processing abilities, which involves the phoneme-grapheme correspondence, and orthographic processing, which involves different phoneme-grapheme associations, the contextual rules, and morphosyntactic etymological. Researchers found that spelling mistakes are overcome with advancing years in school and that children in early school years comment on different types of spelling errors than children in school years more advanced. No complaint of school learning and school learning are complaining of similar spelling, but they also have particulars on the types of errors and the elimination of these errors. The objective of this study is to profile orthographic of students from the 4th to 6th grade of elementary education at public schools and private schools in the city of Bauru / SP and compare the performance of school without dictation of learning from school complaining of learning. For this, saying balanced proposed by Moojen (2009) is applied to 600 children between 4 and 6 years of public and private schools of the city, still being applied to school with complaints of learning outpatients of Speech Therapy, Faculty of Dentistry Bauru, São Paulo University. (AU)