Travadores silábicos na escrita de falantes com atipicidade

Abstract

The dissertation focuses on orthographic issues considered as expected difficulties for novices in initial grades that may have partial parity with variable phonological processes. The research analyzes the phenomenon of syllabic blockage by the nasality segment and the phonemes /R/ and /s/, whether in the medial or final position of the word, and demonstrates how linguistic and non-linguistic variables exert pressure on speech on writing, notably in non-verbal autistic individuals. The study follows the principles of Sociolinguistics, according to which variation is ordered and systematic, by identifying the variables that control the emergence of phenomena in speech found in the spelling of beginners. In the investigation, the same experiments as Mollica (2003) were applied to more verbal and less verbal subjects with ASD and the factors extension of the lexical item, syllabic tonicity, position of the syllable in the word and intimacy with the word were controlled. The results indicate that less verbal autistic individuals experience delays in learning graphemes in syllabic coda position, especially in environments with syllabic atonicity, greater lexical item length and syllable position at the end of the word, and suggest a continuum of spelling difficulties according to the characteristics of the research subjects. In addition to the phono-orthographic description, the study covers Educational Speech Therapy as an ally to teachers in the literacy process.