Discontinuities between oral production acquisition and learning how to write

Abstract

I develop the premises for cognitive processing while learning early literacy for writing, demonstrating that the similarities between the oral production processing and that of writing do not predominate, since there are many discontinuities. To facilitate arguing, I summarize on a table the discontinuities, demonstrating many of the difficulties children face at in order to become competent writers. Thus, while the speech acquisition occurs spontaneously andcompulsively, in order to learn how to produce a written text, systematic teaching by well-prepared teachers and quality teaching materials is necessary, both based on science advances that deal with verbal language. While canonical oral communication occurs face to face, in written communication there is a space-time rupture, determining an enormous cognitive cost, as the writer must have the necessary knowledge to imagine for whom he is writing, when and where he is to explain linguistically the information not at sight for the reader. The working memory limits, when we speak, impose shorter and much simpler sentences. The written text permanence ensures complex sentences, with several embedded clauses, as well as intensive use of anaphors, including lexical ones. The speech chain continuum difference from the blank spaces and the contrasts between letters, in writing is one of the greatest one between the two systems, determining one of the great difficulties for those who are beginning writing learning, also because the child ‘s phonological mental lexicon, often differs too much from the written words. Therefore, it is necessary to teach the consciously phoneme conversion into their respective grapheme in a given word.