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Revista Psicopedagogia

versão impressa ISSN 0103-8486


FUSCO, Natália  e  CAPELLINI, Simone Aparecida. Knowledge of grafo-phonemic rules by students from 1st to 4th grades with and without learning difficulties. Rev. psicopedag. [online]. 2010, vol.27, n.82, pp. 36-46. ISSN 0103-8486.

OBJECTIVE: This study aimed to characterize and compare the level of knowledge of students from 1st to 4th grade with and without learning disabilities regarding the use of rules of grapheme-phoneme correspondence in Brazilian Portuguese. METHODS: A number of 120 students from public school participated in this study, from 1st to 4th grades, both genders, aged 7 to 10 years and 11 months old, divided according to their grades in 8 groups, being GI to GIV composed by students without learning difficulties and GV to GVII composed by students with learning difficulties. The protocol of Reading Assessment was used, consisting of 6 subtests: Regular Word, Irregular Word, Incorrect Regular Words with Visual substitutions, Incorrect Regular Words with Phonological Substitutions, Homophones Incorrect Word and Non Words. RESULTS: The results revealed that the students from GI, GII, GII and GIV achieved superior performance compared to groups GV, GVI, GVII and GVIII in the Words with Incorrect Regular words with phonological substitutions subtest, Regular Word subtest, Non words subtest and Incorrect Regular Words with Visual substitutions subtest, and the students from GIV showed a superior performance in reading subtests in relation to GVII in the subtests of Incorrect Regular words with phonological substitutions subtest, Irregular Word subtest and Non words subtest. CONCLUSION: The results showed that the school groups with learning difficulties showed gaps in knowledge and recognition of spelling rules when compared to students without learning difficulties.

Palavras-chave : Learning; Reading; Educational measurement; Educational status.

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