Assessing the Microstructure of Written Language Using a Retelling Paradigm

Puranik, Cynthia S.; Lombardino, Linda J.; Altmann, Lori J. P.

doi:10.1044/1058-0360(2008/012)

Cited by 109 publications

(131 citation statements)

References 46 publications

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“…Moreover, it was recently reported that the syntactic complexity of sentences produced by a group of third graders with poor transcription skills was significantly lower than those produced by an aged-matched group but equivalent to transcription matched group of first graders (García, Crespo, & Bermúdez, 2016). Correlational evidence also suggested that, at least in school-aged writers, higher TRANSCRIPTION-WRITING LINK 9 transcription skills are associated with higher syntactic skills (Berninger et al, 2011;Kim, Al Otaiba, Wanzek, & Gatlin, 2014;Puranik, Lombardino, & Altmann, 2008;Wagner et al, 2011).…”

Section: Transcription Constrains Planning and Translatingmentioning

confidence: 87%

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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This study examined the relationships between transcription, high-level writing processes, and writing performance in . Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.

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Section: Transcription Constrains Planning and Translatingmentioning

confidence: 87%

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

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“…The analysis according to grades showed similar performances of 4 th and 5 th grades, and between 6 th and 7 th grades, being the occurrence of essential macrostructures higher in more advanced grades. In fact, the literature indicates that there is a progression in writing narratives with increasing education, i.e., the ability to elaborate written constructions receives positive influence of formal and systematic education (26,29).…”

Section: Discussionmentioning

confidence: 99%

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

Bigarelli

Ávila

2011

J. Soc. Bras. Fonoaudiol.

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OBJETIVO: Caracterizar, de acordo com o ano escolar e a rede de ensino, o desempenho ortográfico e de produção textual da escrita de escolares do Ensino Fundamental, com bom aproveitamento acadêmico, e investigar as relações entre essas variáveis. MÉTODOS: Participaram 160 crianças, entre 8 e 12 anos de idade, alunos do 4º ao 7º anos do Ensino Fundamental. Todos foram avaliados quanto à produção escrita, por meio de ditado de palavras e pseudopalavras e da escrita autônoma de texto narrativo. Computaram-se os erros ortográficos, os números de palavras, por classe gramatical, e os elementos de narrativa textual utilizados nas produções. RESULTADOS: Escolares da rede pública apresentaram mais erros no ditado de palavras e pseudopalavras, com melhora de desempenho com o avanço da escolaridade. No entanto, a ocorrência de enunciados completos e incompletos mostrou-se semelhante quando comparadas as redes de ensino. Escolares do 4º ano apresentaram mais enunciados incompletos que os demais. Quanto às produções de microestruturas e macroestruturas gerais, maior número destas foi apresentado pelos escolares da rede particular. As macroestruturas essenciais foram mais frequentes nos anos mais avançados. Quanto maior o número de palavras escritas na produção autônoma, maior a ocorrência das variáveis linguísticas e melhor a competência narrativa. Houve correlação negativa e fraca entre o número de palavras erradas e o total de eventos na produção textual. Foram observadas correlações positivas e negativas (de fracas a boas) entre diferentes variáveis ortográficas, linguísticas e de produção narrativa em ambas as redes. CONCLUSÃO: Os escolares da rede particular apresentam melhor desempenho ortográfico e narrativo que os da rede pública. A progressão da escolaridade influencia o desempenho nas tarefas de escrita de palavras e produção textual e as capacidades ortográficas influenciam a qualidade da produção textual. Diferentes habilidades de escrita como desempenho ortográfico e uso de elementos linguísticos e de estruturas narrativas influenciam-se mutuamente na produção escrita.

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“…During childhood, syntax skills have been shown to develop quite slowly (Puranik et al, 2008;Scott, 1988) with very little difference between grades. If syntax is slow to develop, it may also require a longer intervention period in order to affect a stable change.…”

Section: Sample Sizementioning

confidence: 99%

“…Given that syntactic skills are still in the process o f developing during the school years (Puranik et al, 2008;Scott, 1988), fluctuations in syntactic productions and conjunction use should be expected. Such fluctuations would account for the inconsistencies found for the syntactic treatments, and suggest that, the associative networks that govern complex sentence structures and conjunction use may not yet be strong enough to outweigh the contributions of semantic processing.…”

Section: Text G Eneration Revisitedmentioning

confidence: 99%

“…The instructions given to participants are included in Appendix B. By using a video rather than a story retell, I avoided the potential constraints placed on the writing by the language provided in the initial telling of the story (Puranik, Lombardino, & Altmann, 2008). The depth measure o f semantics was generated from an elicited language task.…”

Section: Text Generation Processesmentioning

confidence: 99%

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Text generation processes in the development of written cohesion: The contribution of semantics and syntax.

Struthers¹

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Assessing the Microstructure of Written Language Using a Retelling Paradigm

Cited by 109 publications

References 46 publications

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

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

Text generation processes in the development of written cohesion: The contribution of semantics and syntax.

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