PURPOSE:
this article aims to describe a speech therapy advisement model.
METHODS:
research and analysis of spelling errors based on the contents of 97 papers, created in the 2th - 5th grades of the elementary school. From the characterized spelling errors, we planned an action with four Portuguese teachers of the 5th grade of the elementary school and the pedagogical coordinator. We realized 12 weekly and interventional one-hour meetings, where the obstacles in acquiring the orthographic system, reflections regarding literacy, pedagogical practice, and alterations in methods considered ineffective were debated based on the student papers.
RESULTS:
it was perceived that spelling errors increased as the grades advanced. We formulated the hypothesis that the students of the 2th grade committed few spelling errors because they were following textual models and using a limited vocabulary. A qualitative reassessment of the papers that confirmed the cited hypothesis was carried out. As a result of study group we found an increase in teachers' professional autonomy, which started to better understand writing difficulties of the students, developing more efficient didactic tactics in order to suppress such problems.
CONCLUSION:
The confirmation of our hypothesis that the amount of errors may not represent a good indicator as for the real mastery of writing, has brought a significant advantage for the teachers that when having access to this information, seized it for themselves, creating new teaching strategies from the discussed content.
Faculty; Handwriting; Learning; Educational Status