PURPOSE: To investigate the influence of visual stimuli on the written production of Elementary School students with no complaints of reading and writing difficulties. METHODS: Participants were 25 Elementary School children without reading and writing complaints who were enrolled in 3rd and 4th grades of a public school. The following inclusion criteria were adopted: responses at 20 dBHL for frequencies from 500 Hz to 4 kHz on hearing screening; to be enrolled in school for at least two years; and to present alphabetic or orthographic writing level. Participants were divided into small groups, and the written productions were collected in two separate days. Productions were analyzed according to the criteria adopted, which were based on a study regarding communicative skills (generic, encyclopedic and linguistic). Data were statistically analyzed. RESULTS: There was no difference in the duration of writing elaboration, regardless the type of visual stimulus. As for the generic skills, the predominant type of discourse was the narrative genre. Regarding the encyclopedic skills, there was evidence of greater intertextuality for the action picture. With regards to the linguistic skills, the produced texts were long, with inadequate score, orthographic errors and partial overall cohesion. CONCLUSION: The visual stimuli presented did not interfere in the written production of Elementary School students regarding communicative skills.
Education; Writing; Evaluation; Educational status; Narration
