2016
DOI: 10.1590/1982-021620161843116
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Abstract: RESUMO Objetivo: analisar as produções escritas de crianças com dificuldades em leitura/escrita. Métodos: 171 crianças, matriculadas no 4º/5º do ensino fundamental constituíram dois grupos: G1 (n=50) - crianças sem dificuldades em leitura/escrita, G2 (n=121) - crianças com dificuldades nessas tarefas. Cada criança, após observar uma figura estímulo, deveria escrever um texto. Foi analisado a grafia, os erros ortográficos, as variáveis linguísticas e o conteúdo deste. Resultados: em G2 observou-se alterações… Show more

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Cited by 4 publications
(12 citation statements)
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“…When the percentage and typology of the spelling mistakes of the children of the present study were compared to those of children with learning difficulties previously investigated by Zuanetti et al 20 , similar findings were observed regarding words with spelling mistakes (25%); however, with respect to typology, children with learning difficulties showed more difficulties regarding the omission/addition of letters in complex syllables, while children with syntactic difficulties showed a higher percentage of mistakes in the irregular phonographemic relation. This difference between the two populations may suggest that children with learning difficulties may show a greater delay in the development of written language than children only having SA difficulties, with the latter population consisting of children who have already mastered the idea that a syllable can show complex structures, but have not mastered the fact that our graphic system has irregularities.…”
Section: Discussionsupporting
confidence: 85%
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“…When the percentage and typology of the spelling mistakes of the children of the present study were compared to those of children with learning difficulties previously investigated by Zuanetti et al 20 , similar findings were observed regarding words with spelling mistakes (25%); however, with respect to typology, children with learning difficulties showed more difficulties regarding the omission/addition of letters in complex syllables, while children with syntactic difficulties showed a higher percentage of mistakes in the irregular phonographemic relation. This difference between the two populations may suggest that children with learning difficulties may show a greater delay in the development of written language than children only having SA difficulties, with the latter population consisting of children who have already mastered the idea that a syllable can show complex structures, but have not mastered the fact that our graphic system has irregularities.…”
Section: Discussionsupporting
confidence: 85%
“…The written narrative is an important instrument of evaluation since it provides data about the linguistic and cognitive development of children 20,21 . It involves the selection of content (the pragmatic and semantic aspect of language), as well as the form of transmission of the message 20 .…”
Section: Discussionmentioning
confidence: 99%
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