Relação entre hipótese de escrita, consciência fonoarticulatória e nomeação automática em escolares do 1°e 2° ano do Ensino Fundamental I

Abstract

Objectives: to identify the writing hypothesis, the performance in the articulatory awareness test and the automatic naming capacity of students from the 1st and 2nd Years of Elementary School I. Furthermore, to compare the writing hypothesis between the performance in the articulatory awareness test and the automatic naming capability. Methods: The sample consisted of 37 students. All of them were submitted to writing assessment (Proposta de avaliação das dificuldades escolares - PROADE); assessment of articulatory awareness (Instrumento de avaliação da consciência fonoarticulatória – CONFIART) and assessment of automatic naming (Teste de Nomeação Automática – TENA). The performance was classified according to each test. The variables were described by absolute and relative frequencies and associated using the test qui-quadrado de Person together with the analysis of adjusted residuals, with a significance level of 5%. Results: The majority of students, 34 (91.9%) presented a hypothesis of alphabetic writing and only one student (2.7%) presented a hypothesis of orthographic writing. The students who presented the alphabetic writing hypothesis achieved low performance in general on the articulatory awareness test, while the student who presented the orthographic writing hypothesis presented better performance. In addition, students who were more able to quickly name letters performed better in writing. All these relationships were statistically significant. Conclusion: The findings of this study allow us to conclude that there is a relationship between the hypothesis of writing and the performance in the articulatory awareness test and with the capacity for automatic naming.