Adults writing profile at the beginning of their reading and writing acquisition

ABSTRACT

Purpose:

to describe and analyze the writing profile of 12 adults in the literacy phase.

Methods:

12 students of both genders enrolled in the Youth and Adult Education Program (EJA) of public school in a medium-sized city in the state of São Paulo. The study was divided into two stages: proposal presentation to participants and School Performance Test assessment to evaluate the writing phase and the type of error presented by each participant.

Results:

the majority of the results belonged to the alphabetical phase (criterion established by Ferreiro and Teberosky). The most frequent errors were grapheme omissions and oral support.

Conclusion:

results indicated the need to focus on the alphabetic principle acquisition, which allows the initial writing by the phonological route, and to work the differences between standard and colloquial language.

Keywords:
Learning; Literacy; Language