Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações

Detalhes bibliográficos
Autor(a) principal: Bigarelli, Juliana Faleiros Paolucci [UNIFESP]
Data de Publicação: 2011
Outros Autores: Ávila, Clara Regina Brandão de [UNIFESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: http://dx.doi.org/10.1590/S2179-64912011000300009
http://repositorio.unifesp.br/handle/11600/6579
Resumo: PURPOSE: To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. METHODS: Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. RESULTS: Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. CONCLUSION: Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.
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spelling Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlaçõesNarrative and orthographic writing abilities in Elementary School students: characteristics and correlationsHandwritingChildLanguage testsWritingEducational statusEscrita manualCriançaTestes de linguagemRedaçãoEscolaridadePURPOSE: To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. METHODS: Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. RESULTS: Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. CONCLUSION: Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.OBJETIVO: Caracterizar, de acordo com o ano escolar e a rede de ensino, o desempenho ortográfico e de produção textual da escrita de escolares do Ensino Fundamental, com bom aproveitamento acadêmico, e investigar as relações entre essas variáveis. MÉTODOS: Participaram 160 crianças, entre 8 e 12 anos de idade, alunos do 4º ao 7º anos do Ensino Fundamental. Todos foram avaliados quanto à produção escrita, por meio de ditado de palavras e pseudopalavras e da escrita autônoma de texto narrativo. Computaram-se os erros ortográficos, os números de palavras, por classe gramatical, e os elementos de narrativa textual utilizados nas produções. RESULTADOS: Escolares da rede pública apresentaram mais erros no ditado de palavras e pseudopalavras, com melhora de desempenho com o avanço da escolaridade. No entanto, a ocorrência de enunciados completos e incompletos mostrou-se semelhante quando comparadas as redes de ensino. Escolares do 4º ano apresentaram mais enunciados incompletos que os demais. Quanto às produções de microestruturas e macroestruturas gerais, maior número destas foi apresentado pelos escolares da rede particular. As macroestruturas essenciais foram mais frequentes nos anos mais avançados. Quanto maior o número de palavras escritas na produção autônoma, maior a ocorrência das variáveis linguísticas e melhor a competência narrativa. Houve correlação negativa e fraca entre o número de palavras erradas e o total de eventos na produção textual. Foram observadas correlações positivas e negativas (de fracas a boas) entre diferentes variáveis ortográficas, linguísticas e de produção narrativa em ambas as redes. CONCLUSÃO: Os escolares da rede particular apresentam melhor desempenho ortográfico e narrativo que os da rede pública. A progressão da escolaridade influencia o desempenho nas tarefas de escrita de palavras e produção textual e as capacidades ortográficas influenciam a qualidade da produção textual. Diferentes habilidades de escrita como desempenho ortográfico e uso de elementos linguísticos e de estruturas narrativas influenciam-se mutuamente na produção escrita.Universidade Federal de São Paulo (UNIFESP)UNIFESPSciELOFundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Sociedade Brasileira de FonoaudiologiaUniversidade Federal de São Paulo (UNIFESP)Bigarelli, Juliana Faleiros Paolucci [UNIFESP]Ávila, Clara Regina Brandão de [UNIFESP]2015-06-14T13:43:13Z2015-06-14T13:43:13Z2011-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion237-247application/pdfhttp://dx.doi.org/10.1590/S2179-64912011000300009Jornal da Sociedade Brasileira de Fonoaudiologia. Sociedade Brasileira de Fonoaudiologia, v. 23, n. 3, p. 237-247, 2011.10.1590/S2179-64912011000300009S2179-64912011000300009.pdf2179-6491S2179-64912011000300009http://repositorio.unifesp.br/handle/11600/6579porJornal da Sociedade Brasileira de Fonoaudiologiainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-07-30T04:07:26Zoai:repositorio.unifesp.br/:11600/6579Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-07-30T04:07:26Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
Narrative and orthographic writing abilities in Elementary School students: characteristics and correlations
title Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
spellingShingle Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
Bigarelli, Juliana Faleiros Paolucci [UNIFESP]
Handwriting
Child
Language tests
Writing
Educational status
Escrita manual
Criança
Testes de linguagem
Redação
Escolaridade
title_short Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
title_full Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
title_fullStr Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
title_full_unstemmed Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
title_sort Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações
author Bigarelli, Juliana Faleiros Paolucci [UNIFESP]
author_facet Bigarelli, Juliana Faleiros Paolucci [UNIFESP]
Ávila, Clara Regina Brandão de [UNIFESP]
author_role author
author2 Ávila, Clara Regina Brandão de [UNIFESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
dc.contributor.author.fl_str_mv Bigarelli, Juliana Faleiros Paolucci [UNIFESP]
Ávila, Clara Regina Brandão de [UNIFESP]
dc.subject.por.fl_str_mv Handwriting
Child
Language tests
Writing
Educational status
Escrita manual
Criança
Testes de linguagem
Redação
Escolaridade
topic Handwriting
Child
Language tests
Writing
Educational status
Escrita manual
Criança
Testes de linguagem
Redação
Escolaridade
description PURPOSE: To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. METHODS: Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. RESULTS: Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. CONCLUSION: Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.
publishDate 2011
dc.date.none.fl_str_mv 2011-09-01
2015-06-14T13:43:13Z
2015-06-14T13:43:13Z
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/S2179-64912011000300009
Jornal da Sociedade Brasileira de Fonoaudiologia. Sociedade Brasileira de Fonoaudiologia, v. 23, n. 3, p. 237-247, 2011.
10.1590/S2179-64912011000300009
S2179-64912011000300009.pdf
2179-6491
S2179-64912011000300009
http://repositorio.unifesp.br/handle/11600/6579
url http://dx.doi.org/10.1590/S2179-64912011000300009
http://repositorio.unifesp.br/handle/11600/6579
identifier_str_mv Jornal da Sociedade Brasileira de Fonoaudiologia. Sociedade Brasileira de Fonoaudiologia, v. 23, n. 3, p. 237-247, 2011.
10.1590/S2179-64912011000300009
S2179-64912011000300009.pdf
2179-6491
S2179-64912011000300009
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Jornal da Sociedade Brasileira de Fonoaudiologia
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 237-247
application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Fonoaudiologia
publisher.none.fl_str_mv Sociedade Brasileira de Fonoaudiologia
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
collection Repositório Institucional da UNIFESP
repository.name.fl_str_mv Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv biblioteca.csp@unifesp.br
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