In speech-language literature, many different visions try to explain the learning disability, in particular in the child orthography. Some studies see the orthography errors like symptoms or delays in the literacy course. However, we assume that errors are, actually attempts at success, being able to show the conflicts of the child with the system orthography, so as proposed by researchers from the Research Group "Studies about Language" (GPEL/CNPq). Thus, we will investigate the spelling of two phonemes which refer to category of liquids consonants of Brazilian Portuguese - to know, /l/ and /r/ - in the position of complex syllabic attack and in the position of syllabic coda. These phonemes caught our attention because their complexity does not show only in speech acquisition but also in orthographic acquisition. For our investigation, we will analyze children's text productions from the First grade of Primary School of a public school in the city of Marília/SP. Our research will be guided by the following objectives: (1) to observe the relation between hits and errors relating to phonemes /l/ and /r/ in the position of complex syllabic attack and in the position of syllabic coda; (2) to verify, among the errors, what are the most frequent types; (3) to verify if the presence of the lexical accent influences the occurrence of errors in the orthography of these phonemes. For this purpose, we will separate all occurrences of phonemes /l/ and /r/ in the position of complex syllabic attack and in the position of syllabic coda and categorize between hits and errors. The errors, in turn, will be classified as omission, transposition and substitution according to the proposed categorization by GPEL (CHACON, PEZZARINI, 2017).Taking into account that errors can suffer from the influence of the lexical accent, posteriorly they will be distributed as they occur in tonics syllables or unstressed syllables of each written word.
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