Coherence in written narratives of children with school difficulties or behavioral complaints
the role of linguistic variables and the influence of schooling
DOI:
https://doi.org/10.23925/2176-2724.2022v34i3e55042Keywords:
Child Language, Cognition, Narration, Educational Status, Learning DisabilitiesAbstract
Introduction: The written narrative must articulate the main idea through the relation between theme, characters and outcome, being the responsibility of those who write to relate these components to bring them to coherence. Consistency consists of a dependence on macro-linguistic relations (association of the theme of the text with the structures that make it up) and micro-linguistic (connectives that will bring cohesion to the narrative), in order to provide the text with the power of interpretation. Objective: to analyze which linguistic variables are related to the best coherence performance in the written narratives of elementary schoolchildren. Methods: the sample consisted of 37 children aged 7-11 years with no intellectual or hearing deficiency. The written elaboration of each child was classified as adequate (level III and IV coherence according to the instrument used) or inadequate (level I or II coherence). A set of variables that might be related to the performance of the narrative was then analyzed, such as oral comprehension, vocabulary, phonological awareness, morphosyntactic awareness, working memory – phonological loop, reading, and writing. All of these variables were evaluated using standardized tests and statistical analysis was performed using a logistic regression model. Results: among all the linguistic skills evaluated, morphosyntactic awareness (p = 0.02) was the significant variable. In addition to these there was also schooling (p = 0.01), although morphosyntacic awareness showed a negative coefficient while schooling showed a positive coefficient. Conclusion: children with changes in morphosyntactic awareness have a greater chance to elaborate incoherent written narratives, whereas children with higher schooling elaborate more adequate texts.
Downloads
Metrics
References
Koch IGV, Travaglia LC. Texto e coerência. São Paulo: Cortez; 1995.
Bigarelli JFP, Ávila CRB. Narrative and orthographic writing abilities in elementary school students: characteristics and correlations. J. Soc. Bras. Fonoaudiol. 2011; 23(3): 237-44. DOI: https://doi.org/10.1590/S2179-64912011000300009
Santos MAG, Hage SRV. Textual production of children without learning difficulties. CoDAS. 2015; 24(4): 350-8. DOI: https://doi.org/10.1590/2317-1782/20152014037
Barrera SD, Santos MJ. Produção escrita de narrativas: influência de condições de solicitação. Educ. Rev. 2016; 62: 69-85. DOI: https://doi.org/10.1590/0104-4060.48026.
Spinillo AG, Melo KLR. O papel do conhecimento acerca da estrutura do texto na escrita de histórias por crianças. Educ. Rev. 2018; 34(69): 277-92. DOI: https://doi.org/10.1590/0104-4060.54654
Lins-Silva ME, Spinillo AG. Uma análise comparativa da escrita de histórias pelos alunos de escolas públicas e particulares. Revista Brasileira de Estudos Pedagógicos. 1998; 73(193): 5-16.
Zaboroski AP,Oliveira JP. Written narratives productions: a review of litterature emphasizing pedagogical practice. Distúrbios Comun. 2015; 27(3): 569-88.
Belinchón M, Igoa JM, Rivière A. Psicología del lenguaje. Investigación y teoría. Madrid: Trotta; 2000.
Spinillo AG, MARTINS RA. Uma análise da produção de histórias coerentes por crianças. Psicol. Reflex. Crit. 1997; 10(2): 219-48.
Capellini SA, Oliveira AM, Cuetos F. PROLEC: Provas de avaliação dos processos de leitura. São Paulo: Casa do Psicólogo; 2014.
Seabra AG, Capovilla FC. Prova de escrita sob ditado (versão reduzida). In: Seabra AG, Dias NM, Capovilla FC. Leitura, escrita e aritmética: avaliação neuropsicológica cognitiva. São Paulo: Memnon; 2012. p. 71-3.
Hage SRV, Grivol MA. Reference values of nonword repetition test for Brazilian Portuguese-speaking children. J. Appl. Oral Sci. 2009; 17(spe): 63-8. DOI: 10.1590/S1678-77572009000700011.
Wechsler D. Escala Wechsler de Inteligência para Crianças – 4ª Edição (WISC IV). São Paulo: Casa do Psicólogo; 2013.
Malloy-Diniz LF, Bentes RC, Figueiredo PM, Brandao-Bretas D, da Costa-Abrantes S, Parizzi AM et al. Normalización de una batería de tests para evaluar las habilidades de comprensión del lenguaje, fluidez verbal y denominación em niños brasileños de 7 a 10 años: resultados preliminares. Rev. neurol. 2007; 44(5): 275-80.
Capovilla FC, Capovilla AGS. Prova de Consciência Sintática (PCS): normatizada e validade para avaliar a habilidade metassintática de escolares de 1ª a 4ª séries do ensino fundamental. São Paulo: Memnom; 2006.
Zuanetti PA, Novaes CB, Silva K, Mishima-Nascimento F, Fukuda MTH. Main changes found in written narratives productions of children with reading/writing difficulties. Rev. CEFAC. 2016; 18(4): 843-53. DOI: http://dx.doi.org/10.1590/1982-021620161843116
Bento ACP, Befi-Lopes DM. Story organization and narrative by school-age children with typical language development. Pró-fono. 2010; 22(4): 503-8. DOI: https://doi.org/10.1590/S0104-56872010000400024
Silva MEL, Spinillo AG. A influência de diferentes situações de produção na escrita de histórias. Psicol. Reflex. Crit. 2000; 13(3): 337-50. DOI: https://doi.org/10.1590/S0102-79722000000300003
Dubois J. Diccionario de Linguistica. Madrid: Alianza; 1979.
Carlisle JF. Morphology matters in learning to read: a commentary. Reading Psychology. 2003, 24(3-4): 291–332. DOI: https://doi.org/10.1080/02702710390227369
Kirby JR, Deacon SH, Bowers PN, Izenberg L, Wade-Woolley L, Parrila R. Children’s morphological awareness and reading ability. Read Writ. 2012; 25(2): 380-410. DOI 10.1007/s11145-010-9276-5
Tong X, Deacon SH, Cain K. Morphological and syntactic awareness in poor comprehenders: another piece of the puzzle. J Learn Disabil. 2014; 47(1): 22-33. DOI: 10.1177/0022219413509971.
Brimo D, Apel K, Fountain T. Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension. Journal of Research in Reading. 2017; 40(1): 57-74. DOI: https://doi.org/10.1111/1467-9817.12050
D’Alessio MJ, Jaichenco V, Wilson MA. The relationship between morphological awareness and Reading comprehension in Spanish-speaking children. Scand. J. Psychol. 2019; 60: 501-12. DOI: 10.1111/sjop.12578
Siu TSC, Ho SHC. A longitudinal investigation of syntactic awareness and reading comprehension in Chinese-English bilingual children. Learn Instr. 2020; 67: 101327. DOI: https://doi.org/10.1016/j.learninstruc.2020.101327
Ainoã Athaide Macedo Silva, Vanessa de Oliveira Martins-Reis. The influence of morphological awareness on reading and writing: a systematic review. CoDAS 2017; 29(1): e20160032 DOI: 10.1590/2317-1782/20172016032
Grainger J, Ziegler J. A dual-route approach to orthographic processing. Front. Psychol. 2011; 2(54): 1-13. Doi: https://doi.org/10.3389/fpsyg.2011.00054. eCollection 2011.
Hage SRV, Azevedo NC, Nicolielo-Carrilho AP, Tabaquim MLM. Syntactic Awareness and Text Production in Brazilian Portuguese Students with Learning Disabilities. Folia Phoniatr Logop. 2015; 67: 315–20. DOI: https://doi.org/10.1159/000444919
Tong X, McBride C. Reading comprehension mediates the relationship between syntactic awareness and writing composition in children: a longitudinal study. J Psycholinguist Res. 2016; 45: 1265–85. DOI: https://doi.org/10.1007/s10936-015-9401-3
Mimeau C, Laroche A, Deacon H. The relation between syntactic awareness and contextual facilitation inword reading: What is the role of semantics? Journal of Research in Reading. 2019; 42(1): 178-92. DOI: https://doi.org/10.1111/1467-9817.12260
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Patrícia Aparecida Zuanetti, Ana Carolina de Barros Cardoso, Kelly da Silva, Angela Cristina Pontes-Fernandes, Ana Paula Andrade Hamad, Marisa Tomoe Hebihara Fukuda
This work is licensed under a Creative Commons Attribution 4.0 International License.
