The impact of intervention programs for improving textual production in children of 4th grade
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.14417/ap.1634 |
Resumo: | Explicit feedback is an important factor in the revision process to give children’s clues to evaluate their own narrative text (McCurdy, Skinner, Watson, & Shriver, 2008. The aim of this study is to evaluate the impact of a narrative writing programme where the experiment gave to 4th grade children an instrument to revise their text. The participants were 71 children from 4th grade, from classrooms were teachers hardly gave them instructions about the structure of narrative texts. Children were divided in 3 different experimental groups that were submitted to 3 different types of writing programmes and 1 control group. Children were equivalent on cognitive level and on language development. Each experimental group, had to write down, 17 narrative texts, one for session. Children from experimental group 1 and 2 were given an instrument with a narrative structure to evaluate by their own means the quality of their text. Children from experimental group 3 were only asked to revise the text, without any further instruction. Control group children spent the same amount of time in math exercises and reading. The children from all experimental group improved the quality of their narrative when compared with children from control group, according PROESC criteria. However, the texts from children of experimental group, 1, 2 and 3 had not significant different in what concerns to children’s evolution from pre to post-test. This suggest the importance of the image sequence as support for children’s revision process. |
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The impact of intervention programs for improving textual production in children of 4th gradeO impacto de programas de intervenção na revisão textual de estudantes do 4º ano de escolaridadeNarrative texts, Text revision, Auto-regulate learning.Produção de narrativas, Revisão textual, Aprendizagem autorregulada.Explicit feedback is an important factor in the revision process to give children’s clues to evaluate their own narrative text (McCurdy, Skinner, Watson, & Shriver, 2008. The aim of this study is to evaluate the impact of a narrative writing programme where the experiment gave to 4th grade children an instrument to revise their text. The participants were 71 children from 4th grade, from classrooms were teachers hardly gave them instructions about the structure of narrative texts. Children were divided in 3 different experimental groups that were submitted to 3 different types of writing programmes and 1 control group. Children were equivalent on cognitive level and on language development. Each experimental group, had to write down, 17 narrative texts, one for session. Children from experimental group 1 and 2 were given an instrument with a narrative structure to evaluate by their own means the quality of their text. Children from experimental group 3 were only asked to revise the text, without any further instruction. Control group children spent the same amount of time in math exercises and reading. The children from all experimental group improved the quality of their narrative when compared with children from control group, according PROESC criteria. However, the texts from children of experimental group, 1, 2 and 3 had not significant different in what concerns to children’s evolution from pre to post-test. This suggest the importance of the image sequence as support for children’s revision process.Este estudo tem como objetivo avaliar o impacto na escrita de textos narrativos, de um programa de escrita, em que os alunos têm acesso a instrumentos de autorregulação para a revisão dos textos. Participaram 71 crianças do 4º ano de escolaridade com práticas semelhantes ao nível do trabalho sobre o texto escrito na sala de aula, divididas em 3 grupos experimentais e 1 de controlo. Foram controladas as variáveis relativas ao nível cognitivo e ao desenvolvimento da linguagem lexical e sintática. Realizou-se no momento do pré e pós-intervenção um teste onde foi pedido às crianças que escrevessem uma mesma composição com base numa sequência de imagens. Entre os dois momentos realizaram-se 21 sessões de 60 minutos em grupo, distribuídas ao longo de 9 meses, nas quais as crianças dos grupos experimentais escreviam uma composição, sempre com base numa sequência de imagens e reviam a sua versão inicial. Nos grupos experimentais 1 e 2 proporcionou-se uma grelha com indicações sobre os principais elementos de uma estrutura narrativa, um com feedback e outro sem, com base na qual deveriam orientar a sua revisão. Às crianças do grupo experimental 3 foi-lhes pedido que revissem os textos sem recurso a qualquer tipo de instrumento e indicação específica. As crianças dos grupos de controlo despendiam o mesmo tempo em aulas de matemática e leitura. Os resultados apontam para uma evolução significativa em relação à qualidade dos textos narrativos produzidos entre o pré e o pós-intervenção em todos os grupos experimentais quando comparados ao grupo de controlo, embora não se registem diferenças significativas na evolução nos grupos experimentais.ISPA - Instituto Universitário2019-09-03info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.14417/ap.1634https://doi.org/10.14417/ap.1634Análise Psicológica; Vol 37, No 3 (2019); 355-369Análise Psicológica; Vol 37, No 3 (2019); 355-3691646-60200870-8231reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttp://publicacoes.ispa.pt/index.php/ap/article/view/1634http://publicacoes.ispa.pt/index.php/ap/article/view/1634/pdfCopyright (c) 2019 Análise Psicológicainfo:eu-repo/semantics/openAccessSilva, Ana CristinaBorges, SandraAlmeida, TiagoQuintão, Sónia2023-05-11T10:19:44Zoai:ojs.localhost:article/1634Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:51:11.819558Repositório 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 impact of intervention programs for improving textual production in children of 4th grade O impacto de programas de intervenção na revisão textual de estudantes do 4º ano de escolaridade |
title |
The impact of intervention programs for improving textual production in children of 4th grade |
spellingShingle |
The impact of intervention programs for improving textual production in children of 4th grade Silva, Ana Cristina Narrative texts, Text revision, Auto-regulate learning. Produção de narrativas, Revisão textual, Aprendizagem autorregulada. |
title_short |
The impact of intervention programs for improving textual production in children of 4th grade |
title_full |
The impact of intervention programs for improving textual production in children of 4th grade |
title_fullStr |
The impact of intervention programs for improving textual production in children of 4th grade |
title_full_unstemmed |
The impact of intervention programs for improving textual production in children of 4th grade |
title_sort |
The impact of intervention programs for improving textual production in children of 4th grade |
author |
Silva, Ana Cristina |
author_facet |
Silva, Ana Cristina Borges, Sandra Almeida, Tiago Quintão, Sónia |
author_role |
author |
author2 |
Borges, Sandra Almeida, Tiago Quintão, Sónia |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Silva, Ana Cristina Borges, Sandra Almeida, Tiago Quintão, Sónia |
dc.subject.por.fl_str_mv |
Narrative texts, Text revision, Auto-regulate learning. Produção de narrativas, Revisão textual, Aprendizagem autorregulada. |
topic |
Narrative texts, Text revision, Auto-regulate learning. Produção de narrativas, Revisão textual, Aprendizagem autorregulada. |
description |
Explicit feedback is an important factor in the revision process to give children’s clues to evaluate their own narrative text (McCurdy, Skinner, Watson, & Shriver, 2008. The aim of this study is to evaluate the impact of a narrative writing programme where the experiment gave to 4th grade children an instrument to revise their text. The participants were 71 children from 4th grade, from classrooms were teachers hardly gave them instructions about the structure of narrative texts. Children were divided in 3 different experimental groups that were submitted to 3 different types of writing programmes and 1 control group. Children were equivalent on cognitive level and on language development. Each experimental group, had to write down, 17 narrative texts, one for session. Children from experimental group 1 and 2 were given an instrument with a narrative structure to evaluate by their own means the quality of their text. Children from experimental group 3 were only asked to revise the text, without any further instruction. Control group children spent the same amount of time in math exercises and reading. The children from all experimental group improved the quality of their narrative when compared with children from control group, according PROESC criteria. However, the texts from children of experimental group, 1, 2 and 3 had not significant different in what concerns to children’s evolution from pre to post-test. This suggest the importance of the image sequence as support for children’s revision process. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-03 |
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 |
https://doi.org/10.14417/ap.1634 https://doi.org/10.14417/ap.1634 |
url |
https://doi.org/10.14417/ap.1634 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://publicacoes.ispa.pt/index.php/ap/article/view/1634 http://publicacoes.ispa.pt/index.php/ap/article/view/1634/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Análise Psicológica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Análise Psicológica |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
ISPA - Instituto Universitário |
publisher.none.fl_str_mv |
ISPA - Instituto Universitário |
dc.source.none.fl_str_mv |
Análise Psicológica; Vol 37, No 3 (2019); 355-369 Análise Psicológica; Vol 37, No 3 (2019); 355-369 1646-6020 0870-8231 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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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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