Does writing require determination from a student with dyslexia?
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/10.34624/id.v13i2.25091 |
Resumo: | The new century brought new demands to the educational context and the formation of the active citizen. The current school is gradually moving away from a single focus on knowledge transmission, towards creating a space for sharing and knowledge construction, summoning beyond cognitive skills, emotional and affective skills. There is a need to promote in teachers and, especially, in students, a dynamic mindset that values challenge, self-discipline and the effort to achieve success.This study, with students from the 7th year of Basic Education at a school in the district of Leiria, inserted in a research-action framework, addresses the role of determination in textual production, and intends to answer the following question: Does the level of effort shown by students with dyslexia reflect positively on their performance in textual production?All students answered Duckworth’s Grit scale (2016), and questionnaires about their writing, at the beginning and end of the school year (2019-2020). The level of effort invested in carrying out writing was recorded in each weekly writing session, in the Portuguese class. Considering the scores on the Grit scale, of those six students with dyslexia, one increased the score, two maintained, and three decreased. Despite these results, in the textual production, there was an overall improvement in the different dimensions: orthographic, morphosyntactic and textual structure and progression. We concluded that students showed improved textual performance, even though their grit scores showed no significant increase. |
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Does writing require determination from a student with dyslexia?A escrita exige determinação ao aluno com dislexia?The new century brought new demands to the educational context and the formation of the active citizen. The current school is gradually moving away from a single focus on knowledge transmission, towards creating a space for sharing and knowledge construction, summoning beyond cognitive skills, emotional and affective skills. There is a need to promote in teachers and, especially, in students, a dynamic mindset that values challenge, self-discipline and the effort to achieve success.This study, with students from the 7th year of Basic Education at a school in the district of Leiria, inserted in a research-action framework, addresses the role of determination in textual production, and intends to answer the following question: Does the level of effort shown by students with dyslexia reflect positively on their performance in textual production?All students answered Duckworth’s Grit scale (2016), and questionnaires about their writing, at the beginning and end of the school year (2019-2020). The level of effort invested in carrying out writing was recorded in each weekly writing session, in the Portuguese class. Considering the scores on the Grit scale, of those six students with dyslexia, one increased the score, two maintained, and three decreased. Despite these results, in the textual production, there was an overall improvement in the different dimensions: orthographic, morphosyntactic and textual structure and progression. We concluded that students showed improved textual performance, even though their grit scores showed no significant increase.El cambio de siglo trajo nuevas demandas al contexto educativo y a la formación del ciudadano activo. La escuela actual hace que la transmisión de conocimientos sea un tema secundario, ya que se busca un espacio para compartir y construir conocimiento, convocando más allá de las habilidades cognitivas, emocionales y afectivas. Es necesario promover en los docentes y en los estudiantes, una actitud mental dinámica, que valore el desafío, la autodisciplina y el esfuerzo por alcanzar el éxito.El estudio, con alumnos del 7 ° año de Educación Básica del distrito de Leiria, insertado en una investigación acción, sobre el papel de la determinación en la producción textual, objetiva responder a la pregunta: ¿El nivel de esfuerzo dos alumnos con dislexia se refleja positivamente en su rendimiento de producción textual.Los alumnos respondieron la escala Grit, de Duckworth (2016), al inicio y al final del curso escolar (2019-2020), y en cada sesión semanal de redacción, en la clase de portugués, registraron el nivel de esfuerzo invertido en la realización de la tarea.De los seis estudiantes con dislexia, en la escala Grit, un caso aumentó la puntuación, dos casos se mantuvieron y tres casos disminuyeron. A pesar de estos resultados, en la producción textual se observa una mejora generalizada en las diferentes dimensiones: estructura y progresión ortográfica, morfosintáctica y textual. Se concluye que los estudiantes registran un desempeño textual con más calidad a pesar de que en su determinación y en su esfuerzo cuantitativamente no ha habido una mejora significativa.A viragem do século trouxe novas exigências ao contexto educativo e à formação do cidadão ativo. A escola atual secundariza, paulatinamente, a transmissão de conhecimento pois pretende-se cada vez mais um espaço de partilha e construção de saber convocando para além das competências cognitivas, as competências emocionais e afetivas. Assiste-se à necessidade de promover nos professores e, principalmente, nos alunos, uma atitude mental dinâmica, que valorize o desafio, a autodisciplina e o esforço para que se atinja o sucesso.O estudo, com alunos do 7.º ano do Ensino Básico de uma escola do distrito de Leiria, inseridos na investigação-ação, sobre o papel da determinação na produção textual, pretende dar resposta à questão: O nível de esforço apresentado pelos alunos com dislexia reflete-se positivamente no seu desempenho de produção textual? Todos os alunos responderam à escala de Grit, de Duckworth (2016), e a questionários sobre a sua escrita, no início e no final do ano letivo (2019-2020), e em cada sessão de escrita semanal, na aula de Português, registaram o nível de esforço investido aquando da realização da tarefa.Dos seis alunos com dislexia, na escala de Grit, um aumentou a pontuação, dois mantiveram e três baixaram. Apesar destes resultados, na produção textual, verifica-se globalmente uma melhoria nas diferentes dimensões: ortográfica, morfossintática e de estrutura e progressão textual. Conclui-se que os alunos registam um desempenho textual com mais qualidade ainda que na sua determinação e no seu esforço quantitativamente não se tenha verificado um aumento significativo.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-06-24info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i2.25091https://doi.org/10.34624/id.v13i2.25091Indagatio Didactica; Vol 13 No 2 (2021); 25-42Indagatio Didactica; Vol. 13 Núm. 2 (2021); 25-42Indagatio Didactica; Vol. 13 No 2 (2021); 25-42Indagatio Didactica; vol. 13 n.º 2 (2021); 25-421647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/25091https://proa.ua.pt/index.php/id/article/view/25091/17877http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFerreira, Paula CristinaBarbeiro, Luís FilipeAlves, Rui Alexandre2023-09-22T10:19:11Zoai:proa.ua.pt:article/25091Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:29.738060Repositório 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 |
Does writing require determination from a student with dyslexia? A escrita exige determinação ao aluno com dislexia? |
title |
Does writing require determination from a student with dyslexia? |
spellingShingle |
Does writing require determination from a student with dyslexia? Ferreira, Paula Cristina |
title_short |
Does writing require determination from a student with dyslexia? |
title_full |
Does writing require determination from a student with dyslexia? |
title_fullStr |
Does writing require determination from a student with dyslexia? |
title_full_unstemmed |
Does writing require determination from a student with dyslexia? |
title_sort |
Does writing require determination from a student with dyslexia? |
author |
Ferreira, Paula Cristina |
author_facet |
Ferreira, Paula Cristina Barbeiro, Luís Filipe Alves, Rui Alexandre |
author_role |
author |
author2 |
Barbeiro, Luís Filipe Alves, Rui Alexandre |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Ferreira, Paula Cristina Barbeiro, Luís Filipe Alves, Rui Alexandre |
description |
The new century brought new demands to the educational context and the formation of the active citizen. The current school is gradually moving away from a single focus on knowledge transmission, towards creating a space for sharing and knowledge construction, summoning beyond cognitive skills, emotional and affective skills. There is a need to promote in teachers and, especially, in students, a dynamic mindset that values challenge, self-discipline and the effort to achieve success.This study, with students from the 7th year of Basic Education at a school in the district of Leiria, inserted in a research-action framework, addresses the role of determination in textual production, and intends to answer the following question: Does the level of effort shown by students with dyslexia reflect positively on their performance in textual production?All students answered Duckworth’s Grit scale (2016), and questionnaires about their writing, at the beginning and end of the school year (2019-2020). The level of effort invested in carrying out writing was recorded in each weekly writing session, in the Portuguese class. Considering the scores on the Grit scale, of those six students with dyslexia, one increased the score, two maintained, and three decreased. Despite these results, in the textual production, there was an overall improvement in the different dimensions: orthographic, morphosyntactic and textual structure and progression. We concluded that students showed improved textual performance, even though their grit scores showed no significant increase. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-24 |
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/10.34624/id.v13i2.25091 https://doi.org/10.34624/id.v13i2.25091 |
url |
https://doi.org/10.34624/id.v13i2.25091 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/25091 https://proa.ua.pt/index.php/id/article/view/25091/17877 |
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http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 13 No 2 (2021); 25-42 Indagatio Didactica; Vol. 13 Núm. 2 (2021); 25-42 Indagatio Didactica; Vol. 13 No 2 (2021); 25-42 Indagatio Didactica; vol. 13 n.º 2 (2021); 25-42 1647-3582 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 |
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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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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