The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/4622 https://doi.org/10.3389/fpsyg.2021.668139 |
Resumo: | Writing is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features. |
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The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal StudyWriting performanceLevels of languageGrade levelLongitudinal studySpellingSyntactic complexity measuresDescriptive textWriting is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.Frontiers Media SA.2023-01-10T12:52:35Z2023-01-102021-08-03T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfCarvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622http://hdl.handle.net/11328/4622Carvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622http://hdl.handle.net/11328/4622https://doi.org/10.3389/fpsyg.2021.668139eng1664-1078 (Electronic)https://www.frontiersin.org/articles/10.3389/fpsyg.2021.668139/fullhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessCarvalhais, LéniaLimpo, TeresaPereira, Luísa Álvaresreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:10:19Zoai:repositorio.upt.pt:11328/4622Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:40:44.299485Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
title |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
spellingShingle |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study Carvalhais, Lénia Writing performance Levels of language Grade level Longitudinal study Spelling Syntactic complexity measures Descriptive text |
title_short |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
title_full |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
title_fullStr |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
title_full_unstemmed |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
title_sort |
The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study |
author |
Carvalhais, Lénia |
author_facet |
Carvalhais, Lénia Limpo, Teresa Pereira, Luísa Álvares |
author_role |
author |
author2 |
Limpo, Teresa Pereira, Luísa Álvares |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Carvalhais, Lénia Limpo, Teresa Pereira, Luísa Álvares |
dc.subject.por.fl_str_mv |
Writing performance Levels of language Grade level Longitudinal study Spelling Syntactic complexity measures Descriptive text |
topic |
Writing performance Levels of language Grade level Longitudinal study Spelling Syntactic complexity measures Descriptive text |
description |
Writing is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts—Grades 4–7 (n = 47) 6–9 (n = 48)—were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-08-03T00:00:00Z 2023-01-10T12:52:35Z 2023-01-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Carvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622 http://hdl.handle.net/11328/4622 Carvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622 http://hdl.handle.net/11328/4622 https://doi.org/10.3389/fpsyg.2021.668139 |
identifier_str_mv |
Carvalhais, L., Limpo, T., & Pereira, L. A. (2021). The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology, 12(Article ID 668139), 1-10. 10.3389/fpsyg.2021.668139. Repositório Institucional UPT. http://hdl.handle.net/11328/4622 |
url |
http://hdl.handle.net/11328/4622 https://doi.org/10.3389/fpsyg.2021.668139 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1664-1078 (Electronic) https://www.frontiersin.org/articles/10.3389/fpsyg.2021.668139/full |
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http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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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 |
Frontiers Media SA. |
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Frontiers Media SA. |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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