Análise pelo Modelo de Rasch do Ditado ADAPE: Considerações da Ortografia

Abstract

A matéria publicada neste periódico é licenciada sob forma de uma Licença Creative Commons -Atribuição 4. ABSTRACT Analysis by Rasch Model of ADAPE Dictation: Considerations from OrthographyThis study aimed to identify the most difficult words, based on the Rasch model analysis, and indicate specific word compositions from the ADAPE dictation that produce more errors. Participants were 221 students, aged between 6 and 11 years, from the second to fifth grade of a private school in the State of Minas Gerais. The mean item difficulty was conventionally established as zero. Results indicated that the most difficult word was Cássio. Other seven words were also very difficult. It was shown that the dictation contains words that require different orthographic knowledge, which allows the assessment of students in different literacy stages. The words were discussed according to Portuguese language error categories.Keywords: Handwriting; orthography; item response theory. RESUMEN Análisis por el Modelo de Rasch del Dictado ADAPE: Consideraciones de la OrtografíaEste estudio tuvo el objetivo de identificar las palabras con mayor dificultad de escritura, basándose en el análisis por el modelo de Rasch, e indicar la composición de las palabras del dictado ADAPE que producen más errores. Participaron 221 estudiantes, con edades comprendidas entre 6 y 11 años, del segundo al quinto curso de una escuela privada del Estado de Minas Gerais. Los resultados indicaron que la palabra Cássio fue la más difícil. Siete otras palabras también fueron muy difíciles. Se mostró que el dictado contiene palabras que requieren diferentes conocimientos ortográficos, lo que permite evaluar los estudiantes en diferentes etapas de alfabetización. La dificultad de las palabras se discutió en función de categorías de errores de la lengua portuguesa.Palabras clave: Escritura manual; ortografía; teoría de respuesta al ítem.

Ditado de sintagmas nominais para avaliação da escrita: análise psicométrica

“…The list of noun phrases was adequate for the evaluation of the writing of the total sample, which was confirmed by the configurational and scalar invariance analyses ( Table 3), whose TLI and CFI showed good fit of the model to the sample (X 2 (15) =16.801 (p=0.3309) (21) . Although it was expected that the list would evaluate the same writing abilities of each investigated school year, it was necessary to group the initial (2 nd and 3 rd grades) and the final (4 th and 5 th grades) years.…”

“…Some orthographic writing assessments present evidence of construct validation. However, it is necessary to collect direct psychometric measures on test scores, in the form of validation, reliability and analysis of the items, which is not often found in Brazilian studies (21,22) .…”

Elementary school students’ experiences of writing difficulties

“…In this sense, Morais (2007) states that the use of forms that represent the nasal sound are a complicating factor when writing skills are being acquired because, in the Portuguese language, the nasal sound can be represented by m or n at the end of a syllable (e.g., bamboo [bamboo] (Caliatto & Fernandes, 2014). Even though the objective of this study was not to point out the type of errors children most frequently made, based on the aforementioned authors, these were the main possibilities of error for the most difficult syllables.…”

“…The results of this subtest reveal that the most difficult words required accents (régua [rule], relógio [watch] and história [history]) but also required the children to master other rules for its correct graphic representation, such as properly choosing between g or j in the case of relógio [watch] and using a silent h at the beginning of the word história [history]. This subtest can be compared to that of the study conducted by Caliatto and Fernandes (2014). They also used the Rasch model to estimate the difficulty level of dictated words and discuss the linguistic complexity presented by the most difficulty words.…”

“…Therefore, orthography plays an important role in this notation system, as it systematizes the way each word is written in Portuguese. Even though the alphabet has a limited number of letters and signs and orthographic norms regulates this system, mastering this notation system has proven to be a much more complex task than one might suppose (Nunes and Bryant, 2014), which has motivated researchers to conduct studies to analyze and intervene in children's writing (Zorzi, 1998;Santos & Maluf, 2010;Batista & Capellini, 2011;Capellini, et al, 2011;Rosa Neto, Xavier, & Santos, 2013;Caliatto & Fernandes, 2014), among other topics of study.…”