Elementary School Students’ Experiences of Writing Difficulties

Detalhes bibliográficos
Autor(a) principal: Fernandes, Débora Cecilio
Data de Publicação: 2018
Outros Autores: Martinelli, Selma de Cássia
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125
Resumo: This research aims at assessing and analyzing the main writing difficulties presented by 2nd and 5th graders of the elementary school using the Rash model. Participated in this study 413 students from public schools, of which 227 (55%) were female. We assessed participants with Writing Assessment Test, in the syllable, word, and pseudoword subtests. The Rasch Model analyzed the data. We verified that more complex structured syllables as consonant-consonant-vogal-consonant were harder. The most difficult words had phonemes that could be represented by more than one grapheme and had an accent. In the more difficult pseudowords, we had to use well defined orthographic rules, like “m” before “p” and “b.” The results obtained through this research can help teachers anticipate probable student difficulties and plan differentiated educational strategies.
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spelling Elementary School Students’ Experiences of Writing Difficulties Dificultades de Escritura en Alumnos de la Enseñanza BásicaDificuldades de Escrita em Alunos do Ensino FundamentalortographywritingassessmentRasch modelelementary school ortografiaescritaavaliaçãomodelo de Raschensino fundamentalortografiaescrituraevaluaciónmodelo de Raschenseñanza básicaThis research aims at assessing and analyzing the main writing difficulties presented by 2nd and 5th graders of the elementary school using the Rash model. Participated in this study 413 students from public schools, of which 227 (55%) were female. We assessed participants with Writing Assessment Test, in the syllable, word, and pseudoword subtests. The Rasch Model analyzed the data. We verified that more complex structured syllables as consonant-consonant-vogal-consonant were harder. The most difficult words had phonemes that could be represented by more than one grapheme and had an accent. In the more difficult pseudowords, we had to use well defined orthographic rules, like “m” before “p” and “b.” The results obtained through this research can help teachers anticipate probable student difficulties and plan differentiated educational strategies.El objetivo de la presente investigación fue evaluar y analizar las principales dificultades de escritura presentadas por alumnos del segundo al quinto curso de la Enseñanza Básica, mediante el uso del modelo de Rasch. Participaron 413 alumnos de escuelas públicas, siendo que 227 (55%) eran del sexo femenino. A los participantes se es evaluó con el Test de Evaluación de la Escritura, en los subtests de sílabas, palabras y pseudopalabras. Se verificó que las sílabas con estructura más compleja como consonante-consonante-vocal-consonante fueron las más difíciles. Las palabras más difíciles presentaron la posibilidad de un fonema ser representado por más de un grafema y contenían tilde. En las pseudopalabras más difíciles era necesario emplear el uso de reglas ortográficas bien definidas como el uso de la “m” antes de la “p” y “b”. Los resultados obtenidos pueden auxiliar el profesor a anticipar las probables dificultades de los alumnos y planear estrategias pedagógicas diferenciadas.O objetivo da presente pesquisa foi avaliar e analisar as principais dificuldades de escrita apresentadas por alunos do 2º ao 5ºano do Ensino Fundamental utilizando o modelo de Rasch. Participaram da pesquisa 413 alunos de escolas públicas, sendo 227 (55%) do sexo feminino. Os participantes foram avaliados com o Teste de Avaliação da Escrita, nos subtestes sílabas, palavras e pseudopalavras. Os dados foram analisados a partir do modelo de Rasch. Verificou-se que sílabas com estrutura mais complexa, como consoante-consoante-vogal-consoante, foram mais difíceis. As palavras mais difíceis apresentaram a possibilidade de um fonema ser representado por mais de um grafema e continham acento. Nas pseudopalavras mais difíceis, era necessário empregar regras ortográficas bem definidas, como o uso do “m” antes de “p” e “b”. Os resultados obtidos podem auxiliar o professor a antecipar as prováveis dificuldades dos alunos e planejar estratégias pedagógicas diferenciadas.Editora Mackenzie2018-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1012510.5935/1980-6906/psicologia.v20n1p200-210The Journal Of Psychology: Theory and Practice ; Vol. 20 No. 1 (2018); 189-210Revista Psicología: Teoría y Práctica; Vol. 20 Núm. 1 (2018); 189-210Revista Psicologia: Teoria e Prática; v. 20 n. 1 (2018); 189-2101980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125/7060http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125/7061Copyright (c) 2018 Débora Cecilio Fernandes, Selma de Cássia Martinellihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFernandes, Débora CecilioMartinelli, Selma de Cássia2023-07-17T20:29:58Zoai:ojs.editorarevistas.mackenzie.br:article/10125Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-17T20:29:58Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Elementary School Students’ Experiences of Writing Difficulties
Dificultades de Escritura en Alumnos de la Enseñanza Básica
Dificuldades de Escrita em Alunos do Ensino Fundamental
title Elementary School Students’ Experiences of Writing Difficulties
spellingShingle Elementary School Students’ Experiences of Writing Difficulties
Fernandes, Débora Cecilio
ortography
writing
assessment
Rasch model
elementary school
ortografia
escrita
avaliação
modelo de Rasch
ensino fundamental
ortografia
escritura
evaluación
modelo de Rasch
enseñanza básica
title_short Elementary School Students’ Experiences of Writing Difficulties
title_full Elementary School Students’ Experiences of Writing Difficulties
title_fullStr Elementary School Students’ Experiences of Writing Difficulties
title_full_unstemmed Elementary School Students’ Experiences of Writing Difficulties
title_sort Elementary School Students’ Experiences of Writing Difficulties
author Fernandes, Débora Cecilio
author_facet Fernandes, Débora Cecilio
Martinelli, Selma de Cássia
author_role author
author2 Martinelli, Selma de Cássia
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Débora Cecilio
Martinelli, Selma de Cássia
dc.subject.por.fl_str_mv ortography
writing
assessment
Rasch model
elementary school
ortografia
escrita
avaliação
modelo de Rasch
ensino fundamental
ortografia
escritura
evaluación
modelo de Rasch
enseñanza básica
topic ortography
writing
assessment
Rasch model
elementary school
ortografia
escrita
avaliação
modelo de Rasch
ensino fundamental
ortografia
escritura
evaluación
modelo de Rasch
enseñanza básica
description This research aims at assessing and analyzing the main writing difficulties presented by 2nd and 5th graders of the elementary school using the Rash model. Participated in this study 413 students from public schools, of which 227 (55%) were female. We assessed participants with Writing Assessment Test, in the syllable, word, and pseudoword subtests. The Rasch Model analyzed the data. We verified that more complex structured syllables as consonant-consonant-vogal-consonant were harder. The most difficult words had phonemes that could be represented by more than one grapheme and had an accent. In the more difficult pseudowords, we had to use well defined orthographic rules, like “m” before “p” and “b.” The results obtained through this research can help teachers anticipate probable student difficulties and plan differentiated educational strategies.
publishDate 2018
dc.date.none.fl_str_mv 2018-03-20
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 http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125
10.5935/1980-6906/psicologia.v20n1p200-210
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125
identifier_str_mv 10.5935/1980-6906/psicologia.v20n1p200-210
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125/7060
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10125/7061
dc.rights.driver.fl_str_mv Copyright (c) 2018 Débora Cecilio Fernandes, Selma de Cássia Martinelli
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Débora Cecilio Fernandes, Selma de Cássia Martinelli
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 20 No. 1 (2018); 189-210
Revista Psicología: Teoría y Práctica; Vol. 20 Núm. 1 (2018); 189-210
Revista Psicologia: Teoria e Prática; v. 20 n. 1 (2018); 189-210
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051377448386560

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