THE LEARNING ORTHOGRAPHY AND THE USE OF METACOGNITIVE STRATEGIES

Abstract

This work presents the results of a research on the use of metacognitive strategies in the learning process of orthography in a second grade class at a Elementary School in the city of Pelotas. The main aims of this study are: a) to describe and to analyze the development of those orthographical errors found in the children´s textual productions; and b) to evaluate the metacognitive activities effects on the children´s orthographical performance. The results reveal an obvious positive influence of those reflexive activities in order to enlarge the orthographical knowledge of the children we studied in this research. It is evident especially in the children´s spontaneous textual productions, as well as in the oral accounts concerning the errors and the orthographical rules.