THE RELATIONSHIP PRESENT AMONG THE METAPHONOLOGICAL ABILITIES, THE VERBAL EXPLICITATION AND THE ORTHOGRAPHY PERFORMANCE

Abstract

For a child learn how to write properly she must understand and not only memorize many of the orthography rules of our written language. Trying to understand the effect of explicit knowledge in different levels for the orthography appropriation, the objective of the present research was to relate the orthography domain performance of children from the third and fifth grade in metaphonological abilities tasks and the explicit level about the regular restrains of the orthography rules. The results showed that higher was the ability of manipulation of the orthographic rules higher will be the spelling performance. That performance is related to the schooling increase and to the metaphonological abilities domain. Thus, we conclude that the orthography teaching must drive the apprentices to though in a explicit forma about the studied rules.