Cerebral Palsy: effects of writing on a child’s writing
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
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. |
id |
UNESP-4_50e31d40b34dee9aafcbec6629841fdc |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/8617 |
network_acronym_str |
UNESP-4 |
network_name_str |
Alfa (São José do Rio Preto. Online) |
repository_id_str |
|
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 |
_version_ |
1800214377374154752 |