Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school

Detalhes bibliográficos
Autor(a) principal: Scherer, Ana Paula Rigatti
Data de Publicação: 2021
Outros Autores: Maieron, Caroline Secretti
Tipo de documento: Artigo
Idioma: por
Título da fonte: letrônica
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38548
Resumo: Sentence writing learning in the early years is essential for later textual production and academic performance. Skills such as syntactic awareness facilitate and aid in the process learning of phrasal writing and the reading. The present study aims to analyze the relationship between syntactic awareness and sentence writing of 1st and 2nd years of elementary school of a public school, according to the stages of writing Partially Alphabetical and Consolidated Alphabetical writing (EHRI, 2005) and gender. Using the Statistical Package for Social Science (SPSS) software, a Mann-whitney test was performed to verify the relationship between the variables. From the results it can be observed that the better the quality of the student’s sentence, the better the performance in syntactic awareness. There was a significant difference in the performance of syntactic awareness between the phrasal writing; and there was no difference between genders.
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spelling Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary schoolRelación entre consciencia sintáctica y la escrita de la frase en estudiantes de 1º y 2º años de la Enseñanza PrimariaRelação entre a consciência sintática e a escrita da frase em estudantes de 1.º e 2.º anos do ensino fundamentalWritingLiteracyPhraseSyntactic awarenessEscritaAlfabetizaçãoFraseConsciência sintáticaEscritaAlfabetizaciónFraseConciencia sintácticaSentence writing learning in the early years is essential for later textual production and academic performance. Skills such as syntactic awareness facilitate and aid in the process learning of phrasal writing and the reading. The present study aims to analyze the relationship between syntactic awareness and sentence writing of 1st and 2nd years of elementary school of a public school, according to the stages of writing Partially Alphabetical and Consolidated Alphabetical writing (EHRI, 2005) and gender. Using the Statistical Package for Social Science (SPSS) software, a Mann-whitney test was performed to verify the relationship between the variables. From the results it can be observed that the better the quality of the student’s sentence, the better the performance in syntactic awareness. There was a significant difference in the performance of syntactic awareness between the phrasal writing; and there was no difference between genders.El aprendizaje de la escrita de frase en los años iniciales es esencial para la posterior producción textual y actuación académica. Habilidades como la conciencia sintáctica facilitan y ayudan en el proceso de aprendizaje de la escrita de las frases y de la lectura. El presente estudio tiene como objetivo analizar la relación entre conciencia sintáctica y la escrita de frases de alumnos de 1º y 2º años de una escuela de la red pública de enseñanza, de acuerdo con las etapas de la escrita Parcialmente Alfabética y Alfabética Consolidada (EHRI, 2005) y sexo. Por medio del software Statistical Package for Social Science (SPSS), fue realizado el teste de Mann-whitney para verificar la relación entre las variables. A partir de los resultados es posible observar que cuanto mejor el desempeño en conciencia sintáctica, mejor la calidad de las frases de los estudiantes. Hubo diferencia significativa en rendimiento de la conciencia sintáctica entre las etapas de escrita; y no hubo diferencia entre los sexos.A aprendizagem da escrita da frase nos anos iniciais é essencial para a posterior produção textual e desempenho acadêmico. Habilidades como a consciência sintática facilitam e auxiliam no processo de aprendizagem da escrita frasal e da leitura. O presente estudo tem como objetivo analisar a relação entre consciência sintática e a escrita da frase de alunos de 1.º e 2.º anos de uma escola da rede pública de ensino, de acordo com as fases da escrita parcialmente alfabética e alfabética consolidada (EHRI, 2005) e sexo. Por meio do software Statistical Package for Social Science (SPSS) foi realizado teste de Mann-whitney para verificar a relação entre as variáveis. A partir dos resultados pode-se observar que quanto melhor o desempenho em consciência sintática, melhor a qualidade da frase dos alunos. Houve diferença significativa no desempenho da consciência sintática entre as fases da escrita; e não houve diferença entre os sexos.Editora da PUCRS - ediPUCRS2021-08-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/3854810.15448/1984-4301.2021.2.38548Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38548Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e385481984-430110.15448/1984-4301.2021.2reponame:letrônicainstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38548/26982Copyright (c) 2021 Letrônicahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessScherer, Ana Paula RigattiMaieron, Caroline Secretti2021-08-10T19:07:03Zoai:ojs.revistaseletronicas.pucrs.br:article/38548Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/letronicaPRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/oailetronica@pucrs.br||ivanetemileski@gmail.com1984-43011984-4301opendoar:2021-08-10T19:07:03letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
Relación entre consciencia sintáctica y la escrita de la frase en estudiantes de 1º y 2º años de la Enseñanza Primaria
Relação entre a consciência sintática e a escrita da frase em estudantes de 1.º e 2.º anos do ensino fundamental
title Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
spellingShingle Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
Scherer, Ana Paula Rigatti
Writing
Literacy
Phrase
Syntactic awareness
Escrita
Alfabetização
Frase
Consciência sintática
Escrita
Alfabetización
Frase
Conciencia sintáctica
title_short Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
title_full Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
title_fullStr Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
title_full_unstemmed Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
title_sort Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
author Scherer, Ana Paula Rigatti
author_facet Scherer, Ana Paula Rigatti
Maieron, Caroline Secretti
author_role author
author2 Maieron, Caroline Secretti
author2_role author
dc.contributor.author.fl_str_mv Scherer, Ana Paula Rigatti
Maieron, Caroline Secretti
dc.subject.por.fl_str_mv Writing
Literacy
Phrase
Syntactic awareness
Escrita
Alfabetização
Frase
Consciência sintática
Escrita
Alfabetización
Frase
Conciencia sintáctica
topic Writing
Literacy
Phrase
Syntactic awareness
Escrita
Alfabetização
Frase
Consciência sintática
Escrita
Alfabetización
Frase
Conciencia sintáctica
description Sentence writing learning in the early years is essential for later textual production and academic performance. Skills such as syntactic awareness facilitate and aid in the process learning of phrasal writing and the reading. The present study aims to analyze the relationship between syntactic awareness and sentence writing of 1st and 2nd years of elementary school of a public school, according to the stages of writing Partially Alphabetical and Consolidated Alphabetical writing (EHRI, 2005) and gender. Using the Statistical Package for Social Science (SPSS) software, a Mann-whitney test was performed to verify the relationship between the variables. From the results it can be observed that the better the quality of the student’s sentence, the better the performance in syntactic awareness. There was a significant difference in the performance of syntactic awareness between the phrasal writing; and there was no difference between genders.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38548
10.15448/1984-4301.2021.2.38548
url https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38548
identifier_str_mv 10.15448/1984-4301.2021.2.38548
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38548/26982
dc.rights.driver.fl_str_mv Copyright (c) 2021 Letrônica
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Letrônica
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38548
Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e38548
1984-4301
10.15448/1984-4301.2021.2
reponame:letrônica
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str letrônica
collection letrônica
repository.name.fl_str_mv letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv letronica@pucrs.br||ivanetemileski@gmail.com
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