A study of diacritical marks in writing acquisition: orthography and phonology
| Autor: | Luanda Alvariza Gomes Ney, Ana Ruth Moresco Miranda |
|---|---|
| Jazyk: | English<br />Portuguese |
| Rok vydání: | 2019 |
| Předmět: | |
| Zdroj: | Ilha do Desterro, Vol 72, Iss 3, Pp 223-248 (2019) |
| Druh dokumentu: | article |
| ISSN: | 0101-4846 2175-8026 |
| DOI: | 10.5007/2175-8026.2019v72n3p223 |
| Popis: | This paper discusses the criteria used by third and fifth graders who attend a public school, in Pelotas, RS, Brazil, regarding the function of diacritical marks in the writing system. Considering the close relationship between prosodic stress and the rules of use of diacritical marks, the study reported in this paper aimed at investigating children's hypotheses concerningthese orthographic devices. Data were collected by a controlled writing instrument, which was especially designed for this research, and by clinical interviews guided by the Piagetian method (Carraher, 1989). After completing awriting task, children were induced to explain the reasons that led them to usediacritics in their spelling. The analysis of data on their written production showed that children got the diacritical mark right, mainly in contexts in which alternation of vowel timbre could occur, that is, in medium and low medium vowels. Results of the interviews highlighted the emergence of criteria based on acoustic and graphic aspects. The analysis allowed us to define a hierarchy of acoustic criteria, i. e., vocalic timbre, vowel duration and prominence. |
| Databáze: | Directory of Open Access Journals |
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