Cerebral Palsy: effects of writing on a child’s writing

Detalhes bibliográficos
Autor(a) principal: Vasconcellos, Roseli
Data de Publicação: 2017
Outros Autores: Del Ré, Alessandra
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Alfa (São José do Rio Preto. Online)
Texto Completo: https://periodicos.fclar.unesp.br/alfa/article/view/8617
Resumo: We attempted to grasp the effect of reading texts on a child’s writing. The child, henceforth S., cannot speak or write on her own due to cerebral palsy. The teacher reported S.’s difficulties with reading activities, thus a weekly activity involving one of Eva Furnari’s books was suggested by the speech therapist at the school-clinic class the child attended. The activity resulted in the child producing several texts. Film transcriptions where these texts were read were added to these productions, which integrated the corpus located in the NALingua-CNPq data bases. The data analysis was based on Borges (2006) who recommends a literacy process through the reading of different texts. The results point to a particular reading and writing acquisition process in which intersections between symbols/writing and writing/writing operate the child’s reading process. S.’s writing productions present effects of the matrix-texts read, in a set of mirrors which reveal the functioning of language, and at the same time differences denoting the singularity of a person. Objective and subjective changes due to the assumption of a divergent theoretical approach by the speech therapist in relation to the teacher’s approach resulted in objective and subjective changes of the child’s relationship to writing.
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spelling Cerebral Palsy: effects of writing on a child’s writingParalisia cerebral: efeitos da escrita sobre a escritaCerebral palsyLanguageAcquisition of writing skillsAlternative communicationBlissymbolicsParalisia cerebralLinguagemAquisição da escritaComunicação alternativaSímbolos BlissWe attempted to grasp the effect of reading texts on a child’s writing. The child, henceforth S., cannot speak or write on her own due to cerebral palsy. The teacher reported S.’s difficulties with reading activities, thus a weekly activity involving one of Eva Furnari’s books was suggested by the speech therapist at the school-clinic class the child attended. The activity resulted in the child producing several texts. Film transcriptions where these texts were read were added to these productions, which integrated the corpus located in the NALingua-CNPq data bases. The data analysis was based on Borges (2006) who recommends a literacy process through the reading of different texts. The results point to a particular reading and writing acquisition process in which intersections between symbols/writing and writing/writing operate the child’s reading process. S.’s writing productions present effects of the matrix-texts read, in a set of mirrors which reveal the functioning of language, and at the same time differences denoting the singularity of a person. Objective and subjective changes due to the assumption of a divergent theoretical approach by the speech therapist in relation to the teacher’s approach resulted in objective and subjective changes of the child’s relationship to writing.Buscamos apreender efeitos da leitura de textos na escrita de uma criança, designada como S., impedida de oralizar e escrever de próprio punho por apresentar Paralisia Cerebral. Mediante dificuldades de S. na leitura, relatadas pela professora, uma atividade semanal foi proposta pela fonoaudióloga na sala de aula da escola-clínica que S. frequentava, a partir de livro de Eva Furnari, resultando em uma produção expressiva de textos pela criança. A essas produções somam-se transcrições de filmagens em que esses textos foram lidos, que compõem o corpus alocado no banco de dados do Grupo NALingua-CNPq. Tais dados foram analisados com base em Borges (2006) que propõe a alfabetização de crianças baseada na imersão em leituras de textos diversos. Os resultados apontam para um processo de aquisição da leitura e escrita peculiar, em que cruzamentos entre símbolos/escrita e escrita/escrita operam a leitura da criança. Suas produções trazem efeitos dos textos matriz, lidos em um jogo de espelhos que revelam o funcionamento da língua e, ao mesmo tempo, diferenças: marcas de um sujeito em sua singularidade. Mudanças objetivas e subjetivas na assunção de abordagem teórica diversa da do professor pelo fonoaudiólogo resultaram em mudanças objetivas e subjetivas na relação de S. com a escrita.UNESP2017-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/861710.1590/1981-5794-1709-4ALFA: Revista de Linguística; v. 61 n. 2 (2017)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/8617/6741https://periodicos.fclar.unesp.br/alfa/article/view/8617/6748Copyright (c) 2017 ALFA: Revista de Linguísticainfo:eu-repo/semantics/openAccessVasconcellos, RoseliDel Ré, Alessandra2017-09-11T19:33:43Zoai:ojs.pkp.sfu.ca:article/8617Revistahttp://www.scielo.br/scielo.php?script=sci_serial&pid=1981-5794&lng=pt&nrm=isoPUBhttps://old.scielo.br/oai/scielo-oai.phpalfa@unesp.br1981-57940002-5216opendoar:2017-09-11T19:33:43Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Cerebral Palsy: effects of writing on a child’s writing
Paralisia cerebral: efeitos da escrita sobre a escrita
title Cerebral Palsy: effects of writing on a child’s writing
spellingShingle Cerebral Palsy: effects of writing on a child’s writing
Vasconcellos, Roseli
Cerebral palsy
Language
Acquisition of writing skills
Alternative communication
Blissymbolics
Paralisia cerebral
Linguagem
Aquisição da escrita
Comunicação alternativa
Símbolos Bliss
title_short Cerebral Palsy: effects of writing on a child’s writing
title_full Cerebral Palsy: effects of writing on a child’s writing
title_fullStr Cerebral Palsy: effects of writing on a child’s writing
title_full_unstemmed Cerebral Palsy: effects of writing on a child’s writing
title_sort Cerebral Palsy: effects of writing on a child’s writing
author Vasconcellos, Roseli
author_facet Vasconcellos, Roseli
Del Ré, Alessandra
author_role author
author2 Del Ré, Alessandra
author2_role author
dc.contributor.author.fl_str_mv Vasconcellos, Roseli
Del Ré, Alessandra
dc.subject.por.fl_str_mv Cerebral palsy
Language
Acquisition of writing skills
Alternative communication
Blissymbolics
Paralisia cerebral
Linguagem
Aquisição da escrita
Comunicação alternativa
Símbolos Bliss
topic Cerebral palsy
Language
Acquisition of writing skills
Alternative communication
Blissymbolics
Paralisia cerebral
Linguagem
Aquisição da escrita
Comunicação alternativa
Símbolos Bliss
description We attempted to grasp the effect of reading texts on a child’s writing. The child, henceforth S., cannot speak or write on her own due to cerebral palsy. The teacher reported S.’s difficulties with reading activities, thus a weekly activity involving one of Eva Furnari’s books was suggested by the speech therapist at the school-clinic class the child attended. The activity resulted in the child producing several texts. Film transcriptions where these texts were read were added to these productions, which integrated the corpus located in the NALingua-CNPq data bases. The data analysis was based on Borges (2006) who recommends a literacy process through the reading of different texts. The results point to a particular reading and writing acquisition process in which intersections between symbols/writing and writing/writing operate the child’s reading process. S.’s writing productions present effects of the matrix-texts read, in a set of mirrors which reveal the functioning of language, and at the same time differences denoting the singularity of a person. Objective and subjective changes due to the assumption of a divergent theoretical approach by the speech therapist in relation to the teacher’s approach resulted in objective and subjective changes of the child’s relationship to writing.
publishDate 2017
dc.date.none.fl_str_mv 2017-09-01
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://periodicos.fclar.unesp.br/alfa/article/view/8617
10.1590/1981-5794-1709-4
url https://periodicos.fclar.unesp.br/alfa/article/view/8617
identifier_str_mv 10.1590/1981-5794-1709-4
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/alfa/article/view/8617/6741
https://periodicos.fclar.unesp.br/alfa/article/view/8617/6748
dc.rights.driver.fl_str_mv Copyright (c) 2017 ALFA: Revista de Linguística
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 ALFA: Revista de Linguística
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv UNESP
publisher.none.fl_str_mv UNESP
dc.source.none.fl_str_mv ALFA: Revista de Linguística; v. 61 n. 2 (2017)
1981-5794
reponame:Alfa (São José do Rio Preto. Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Alfa (São José do Rio Preto. Online)
collection Alfa (São José do Rio Preto. Online)
repository.name.fl_str_mv Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv alfa@unesp.br
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