ORTHOGRAPHIC PERFORMANCES IN A PORTUGUESE PRIMARY SCHOOL: A LONGITUDINAL STUDY IN THIRD AND FOURTH GRADES

dc.creator	INÊS DE VASCONCELOS HORTA
dc.creator	MARGARIDA ALVES MARTINS
dc.date	2009-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:09Z
dc.date.available	2015-07-20T22:22:09Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/b8dce2ab9f5440d79a16a9b17ce4ba7e
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20570
dc.description	This study aims to understand if children’s spelling errors vary according to their orthographicperformances and their grade level. It also aims to understand the way in which children’s awareness oforthography rules relates to their performance. The participants were forty-three children (24 boys and 19girls) attending the third grade and, the following year, the fourth grade in a Lisbon public school. Theywere given a spelling task in third grade and again in fourth grade and their spelling errors were compared.In fourth grade, the types of error of good and poor spellers were compared. Interviews were conductedto determine if the level of awareness of orthographic rules differed according to the children’sorthographic performance. The results show that the number of errors decreased from the third to thefourth grade and that there are differences in the types of error made by participants with higher andlower orthographic performances. There were no statistically significant differences between these twogroups concerning their awareness of orthographic rules.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=309
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 4, Pp 43-61 (2009)
dc.subject	orthographic errors
dc.subject	orthographic performance
dc.subject	orthographic representations
dc.subject	explicitation
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	ORTHOGRAPHIC PERFORMANCES IN A PORTUGUESE PRIMARY SCHOOL: A LONGITUDINAL STUDY IN THIRD AND FOURTH GRADES
dc.type	article