Variáveis lingüísticas e de narrativas no distúrbio de linguagem oral e escrita

Abstract

Background: a study of linguistic and narrative variables in oral and written language disorder. Aim: to characterize the linguistic and narrative productivity, oral and written productions, of scholars with oral and written language disorder. Method: oral and written narrative productions of 30 scholars from public schools (male and female aged 7 to 13 years) were compared. These individuals were grouped as follows: Research group (15) and Control group (15). Samples of oral and written narratives of the story "Little Red Riding Hood" were collected. Comparative analyses were made between the oral and written productions -intragroup (t Student Test and Wilcoxon Test) and intergroup (t Student Test and Mann Whitney Test) -according to the following linguistic variables: total number of words, of nouns, of verbs, of verbs in the past tense, of adjectives, of time markers, of complete statements, of incomplete statements and of reported episodes. Narratives were also compared according to the presence of episodes. Results: differences were observed between the oral and written productions for the research group regarding the total number of produced words (p = 0.018) and the total number of produced verbs (p = 0.030). The use of time markers such as before (p < 0.001), then (p < 0.001), when (p < 0.001), and after (p = 0.003), and the number of reported episodes, also indicated statistical differences when comparing the groups. Conclusion: The following variables characterized the research group: longer extensions of oral lexical productivity when comparing these to the written productions, less frequent use of time markers and fewer number of certain episodes in the written modality. Key Words: Language Development Disorders; Dyslexia; Linguistic. ResumoTema: estudo das variáveis lingüísticas e da narrativa no distúrbio da linguagem oral e escrita. Objetivo: caracterizar a produtividade lingüística e de narrativa, de narrações orais e escritas de escolares com distúrbio da linguagem oral e da escrita. Método: compararam-se as narrativas orais e escritas de 30 escolares da rede pública dos sexos masculino e feminino, com idades variando entre 7 e 13 anos, agrupados segundo: Grupo pesquisa (15) e de controle (15). Foram coletadas amostras de narrativa oral e escrita dos trinta escolares, obtidas a partir do reconto história infantil "Chapeuzinho Vermelho". Realizaram-se análises comparativas entre a modalidade oral e a escrita, intragrupos (Teste t de Student e Teste de Wilcoxon) e intergrupos (Teste t de Student e Teste de Mann Whitney), segundo as variáveis lingüísticas: números totais de palavras, de substantivos, de verbos, de verbos no passado, de adjetivos, de marcadores temporais, de enunciados completos, de enunciados incompletos e de episódios relatados, e segundo critérios de análise de narrativa considerando-se as presenças dos episódios. Resultados: foram observadas diferenças entre as modalidades oral e escrita no grupo com distúrbio quando se analisou o número total de palavras (p = 0,018) e o...

Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações

“…Studies that have used the parameter "number of complete and incomplete utterances" in the analysis of written production were not found in the literature. Researchers (19) have compared children with and without alterations in language development. In that study, the oral and written narrative structures were similar for the total number of complete and incomplete utterances presented by the groups.…”

“…The following elements were computed in the analysis of linguistic competence (19) of the narratives: total number of words -including all grammatical classes and repeated words; total number of nouns; total number of verbs -including all verbs in the infinitive or other tenses besides past tense; total number of verbs in the past tense (characterizing the productions of narrative structures); total number of adjectives; number and discrimination of temporal markers -quando, então, depois e antes (when, then, after and before); number of complete utterances (units that presented a conjugated verb as center); number of incomplete utterances (units that did not present a conjugated verb as center, but expressed an idea).…”

Desenvolvimento da narrativa oral e o nível de escolaridade materna

“…Among all the capabilities that the child develops in the process of acquiring oral language, one occupies a special place, the ability to narrate events 10 . The narrative has been defined as one of the main tools that the individual has to reveal his thinking, since it involves characters, circumstances, consequences, space and time 11 .…”

Editorial

“…Abraço, Claudia Miilher & Ávila (2006) characterized the linguistic and narrative productivity, in oral and written narratives, of scholars with oral and written language disorders. The study concludes that there is higher oral lexical productivity if compared to that observed in the written task; there is a lower use of time markers and fewer numbers of certain episodes in the written modality.…”