SPEECH THERAPY INTERVENTION FOR TEACHERS OF ELEMENTARY SCHOOL: EXPERIENCE REPORT.

Purpose: the main objective of this article it's to describe a speech-advice model. Methods: research and analysis of orthographical errors using as basis the contents of 97 papers, created in the 2th.- 5th. grades of the elementary school. From the characterized orthographical errors, was planned a action with four Portuguese teachers of the 5th. grade of the elementary school and the pedagogical coordinator. Were realized 12 weekly and interventional reunions with the duration of an hour each, where the obstacles in the acquisition of the orthographical system, reflections regarding the literacy, pedagogical praxis and alterations in methods considered ineffective were debated using the student's papers as basis. Results: was perceived that the orthographical errors increased as the grades risen. It was formulated the hypothesis which the students of the 2th. grade committed few orthographical errors because they were following textual models and using a limited vocabulary. It was realized a qualitative re-evaluation of the papers who confirmed the cited hypothesis. As an result of the researching group, was verified a increase of the teachers' professional autonomy, which started to better comprehend the writing difficulties of the students, then drawing more efficient didactical tactics to suppress these problems. Conclusion: the ratification of hypothesis that the amount of orthographical errors can't represent an good indicator concerning the real writing mastery, resulted in significative benefit for the teachers which, accessing this data and taking that for themselves, could create new teaching strategies from the debated contents of the research. [ABSTRACT FROM AUTHOR]