EARLY RECOGNITION OF SPELLING PROBLEMS IN STORIES INVENTED BY TWO NEWLY LITERATE PUPILS: WHEN AND HOW THEY HAPPEN

ABSTRACT The acquisition of spelling competence is a complex process, involving lexical and grammatical questions. Research, however, almost always places the spelling from an autonomous point of view and disconnected from the other components of writing. In this text, we present the relevance of the Ramos System that captures students in an ecological situation of text production in pairs, allowing access to the processes for solving orthographic problems. Collaborative writing also grants access to comments made by students during the process of textual linearization. Our study focuses on the recognition of spelling problems (SP) and the comments made regarding such problems by two 2nd grade students during the production of six invented stories. More than a quantitative analysis of the types of SP identified in the product, we were interested in making a qualitative and fine analysis of oral recognitions of SP, particularly those SP anticipated by the writers. Our results indicate that: i. Recognition motivates comments that are not always related to the identified SP; ii. Recognition and comments are related to the orthographic contents taught in the classroom; iii. Some of the recognized SP involve the articulation between different linguistic levels. These aspects can contribute for the comprehension of orthographic learning in didactic situations provided by collaborative writing.

摘要：拼写能力的习得是一个复杂的过程，涉及词汇与语法层面的诸多问题。然而，现有相关研究大多从独立视角探讨拼写问题，且将其与写作的其他构成要素割裂开来。本文阐述了拉莫斯系统（Ramos System）的应用价值：该系统可让学生在结对文本创作的生态化情境中完成任务，便于研究者观测学生解决正字法问题的认知过程；同时，协作写作模式还能捕捉到学生在文本线性化过程中发表的各类评论。本研究聚焦于两名二年级学生在创作六篇虚构故事的过程中，对拼写问题（spelling problems，SP）的识别行为，以及针对此类问题发表的相关评论。相较于仅对文本成品中识别出的拼写问题类型开展量化分析，我们更关注对学生口头识别的拼写问题展开质性与精细化解读，尤其是创作者预先预判的拼写问题。研究结果显示：其一，拼写问题的识别会催生未必与已识别问题直接相关的评论；其二，拼写问题的识别与相关评论均与课堂讲授的正字法教学内容存在关联；其三，部分被识别的拼写问题涉及不同语言层面的衔接联动。上述发现有助于深化对协作写作教学情境中正字法学习规律的理解。