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Jornal da Sociedade Brasileira de Fonoaudiologia

versão On-line ISSN 2179-6491

Resumo

BIGARELLI, Juliana Faleiros Paolucci  e  AVILA, Clara Regina Brandão de. Narrative and orthographic writing abilities in Elementary School students: characteristics and correlations. J. Soc. Bras. Fonoaudiol. [online]. 2011, vol.23, n.3, pp. 237-247. ISSN 2179-6491.  http://dx.doi.org/10.1590/S2179-64912011000300009.

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.

Palavras-chave : Handwriting; Child; Language tests; Writing; Educational status.

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