La composición escrita en el alumnado de Educación Primaria y Secundaria

Ramos, José-Luis; Cuadrado, Isabel; Gal, Beatriz

doi:10.1174/113564005774462627

Cited by 8 publications

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“…En este estudio pretendíamos comparar los efectos de diferentes actividades de evaluación en la mejora de los procesos producción y revisión de textos narrativos de alumnos de 2º y 3 er ciclo de Educación Primaria. Sabemos que una de las principales dificultades de composición escrita que afecta al alumnado de esta etapa educativa es la 'estructuración del contenido' (Gallego, 2012;Ramos et al, 2005). Los resultados de aplicar el PROESC y una rúbrica creada ad hoc para evaluar narraciones de alumnos de Primaria muestran que el desarrollo en Figura 1.…”

Section: Discusión Y Conclusionesunclassified

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Montanero

Lucero

Sánchez

2014

Infancia y Aprendizaje

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This study compares two types of activities involving narrative text revision: the first one consists in a traditional evaluation by teachers and the second one involves iterative co-evaluation with a rubric. A total number of 128 Primary school learners that were randomly assigned to the two types of assessment took part in this study. They were asked to write a composition that was assessed with the assigned evaluation procedure in each case. After the evaluation process (by means of hetero-evaluation or iterative co-evaluation), the participants completely rewrote their compositions. A standardized test (PROESC: assessment of writing processes) and a rubric were applied in order to analyze the improvements in the new versions of the compositions. The narrations were also marked by four teachers, unaware of the research. The number of changes introduced by the participants in the second version of the narrations was also counted. The results show that 76% of the subjects that were assessed by means of iterative co-evaluation introduced the changes suggested by their peers as opposed to 86% of the learners in the other group that incorporated the modifications indicated by their teacher. The process of iterative co-evaluation with rubric resulted in a clear improvement in the organization and contents of the narrative texts (mainly in the description of the characters and in the story setting) while the students assessed by their teachers improved, significantly, their grammar and, above all, spelling mistakes.Resumen: En esta investigación se compararon dos tipos de actividades de revisión de textos narrativos: una de evaluación tradicional por parte del profesor y otra de coevaluación iterativa con rúbrica (CIR). Un total de 128 alumnos de Educación Primaria, asignados aleatoriamente a ambas modalidades de evaluación, redactaron una narración que, tras el proceso de heteroevaluación o de coevaluación, respectivamente, fue posteriormente English version: pp. 184-198 / Versión en español: pp. 199-213 re-escrita por completo. Para analizar las mejoras en las narraciones se aplicó una prueba estandarizada (PROESC) y una rúbrica. Las narraciones fueron también calificadas por cuatro maestros, ajenos a la investigación. Por último, se contabilizaron el número de cambios introducidos por los sujetos en la segunda versión del relato. Los resultados muestran que el 76% de los sujetos que participaron en la actividad de CIR introdujo las sugerencias de mejora aportadas por los compañeros, frente a un 86% que incorporó modificaciones indicadas por el profesor. Las actividades de CIR desencadenaron una mejora significativa en la organización y el contenido de la narración (principalmente en la descripción de los personajes y del marco en el que ocurre la historia); mientras que los alumnos que fueron evaluados por el profesor mejoraron significativamente en los aspectos gramaticales y, sobre todo, ortográficos.Palabras clave: aprendizaje cooperativo; evaluación por pares; rúbrica; escritura; Educación PrimariaThe act of w...

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Section: Discusión Y Conclusionesunclassified

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Montanero

Lucero

Sánchez

2014

Infancia y Aprendizaje

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“…Sabemos que uma das principais dificuldades apresentadas pelos alunos destas idades está relacionada com a estrutura dos textos (Gallego, 2012;Ramos, Cuadrado, & Iglesias, 2005).…”

Section: Resultsunclassified

A revisão como um instrumento para a melhoria da qualidade de textos narrativos

Borges

Silva²

2017

R Est Inv Psico y Educ

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ResumoO objetivo deste estudo é o de avaliar o impacto na escrita de textos narrativos, de um programa de escrita, em que os alunos têm acesso a instrumentos de autorregulação para a revisão dos textos. Quisemos perceber se o recurso à utilização de grelhas e ao feedback do professor influenciava a qualidade dos textos escritos por parte dos alunos. Participaram 71 crianças do 4º ano de escolaridade, divididas em 3 grupos experimentais, (submetidas a um programa de intervenção) e 1 de controlo. Os resultados demonstraram que os alunos que utilizaram as grelhas e receberam o feedback aumentaram a qualidade dos seus textos. Palavras chave: produção de narrativas, revisão, aprendizagem autorregulada, crianças do primeiro ciclo. AbstractThe purpose of this research was to evaluate the impact of a writing program, involving a narrative text revision with a rubric. The participants were 71 children from 4th grade divided in 3 Experimental groups (submitted to an intervention program), and 1 Control Group. The effect of a training program was evaluated, in which children revised their own texts with the help of a rubric. We wanted to see if the use of a rubric and teacher's feedback influenced the quality of the written texts written by the students. Our results showed an improvement in the quality of 4th grade children's written composition from the Experimental Group in comparison to the Control Group. Keywords: narrative production, revision, self-regulation, primary education A aprendizagem da escrita é um processo longo, complexo e cognitivamente exigente, devido à complexidade e multiplicidade dos seus objetivos (Limpo, 2014). O caminho para a proficiência na escrita é um objetivo a ter em conta desde a entrada dos alunos no primeiro ano de escolaridade e dela depende o sucesso das aprendizagens escolares nas fases posteriores.A produção textual implica a utilização de várias competências, tais como a produção rápida e precisa de letras e palavras, geração de ideias, seleção de palavras, uso apropriado de gramática e pontuação, uma ortografia exata, planeamento, tradução do planeamento para sequências de linguagem, avaliação e revisão (Alamargot & Fayol, 2009;Hammill, 1987;Graham, 1990& Torrance, 2006. Os alunos devem, portanto, conhecer as regras sintáticas que regulamentam a língua portuguesa (Hayes, 2006; Mateus, Pereira & Fisher, 2008;Pinheiro, 2007).Após o mecanismo das correspondências grafo-fonéticas estar adquirido, a instrução sobre a escrita passa a incidir sobre o desenvolvimento de competências mais avançadas como produzir frases complexas, planear a escrita e rever o que se escreveu, capacidades necessárias à produção de textos (Berninger, Mizokawa & Bragg, 1991;Gersten & Baker, 2001; Limpo & Alves, 2013).Segundo Hayes e Flower (1986), os objetivos da escrita podem organizar-se de forma hierárquica, envolvendo três processos cognitivos centrais que se inter-relacionam: a planificação, a textualização e a revisão. Planear refere-se às ideias prévias que os escritores possuem sobre o que pretende tran...

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“…But these findings are not exclusive to students with intellectual disabilities. Planning difficulties have also been observed in samples of children without intellectual disabilities (Graham & Harris, 2005;Olinghouse, 2008;Ramos et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

What students with intellectual disabilities know about writing planning

Ortega

Guzmán

Fuentes

et al. 2022

Research Intellect Disabil

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Background: Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts Method: A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open-ended questions.For data interpretation, content analysis and quantification of responses were used. Results:The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning). Conclusion:The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.students with unspecified intellectual disabilities, writing difficulties, writing planning | INTRODUCTIONWriting is a complex cognitive skill that challenges many students and especially those with an intellectual disability. However, people with intellectual disabilities are not homogeneous (Beail & Williams, 2014;Palmqvist et al., 2020). Intellectual disability is generally associated with certain syndromes, but there are also people with unspecified intellectual development disorders (WHO, ICD, 2015 10, Version 2015.Research has revealed that people with intellectual disabilities have difficulties reaching certain educational levels, primarily in the

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La composición escrita en el alumnado de Educación Primaria y Secundaria

Cited by 8 publications

References 2 publications

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

Iterative co-evaluation with a rubric of narrative texts in Primary Education / Coevaluación iterativa con rúbrica de textos narrativos en la Educación Primaria

A revisão como um instrumento para a melhoria da qualidade de textos narrativos

What students with intellectual disabilities know about writing planning

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