Syntactic Awareness and Text Production in Brazilian Portuguese Students with Learning Disabilities

Hage, Simone Rocha de Vasconcellos; Azevedo, Natally Crepaldi; Nicolielo-Carrilho, Ana Paola; Tabaquim, María de Lourdes Merighi

doi:10.1159/000444919

Cited by 4 publications

(3 citation statements)

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“…Indeed, as described by the Simple View of Writing (Berninger & Swanson, ), successfully generating text requires more than just skill in transcription; it also requires higher‐order writing skills, such as planning and revising. Corroborating this theoretical prediction, an increasing body of literature suggests that other important factors are involved in text generation, specifically pointing to metalinguistic skills, such as syntactic awareness (e.g., Harrison et al, ; Rocha de Vasconcellos Hage, Crepaldi Azevedo, Nicolielo‐Carrilho, & Merighi Tabaquim, ; Tong & McBride, ), as well as higher‐order writing skills (e.g., Beers, Quinlan, & Harbaugh, ). These skills are thought to aid text generation by focusing the text and making it a more comprehensible and cohesive document.…”

Section: Discussionmentioning

confidence: 99%

A beginning exploration of text generation abilities in university students with a history of reading difficulties

et al. 2019

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There is a fundamental lack of understanding of how university students with a history of reading difficulties perform on various demanding literacy tasks. We compared the text generation skills, measured with timed summary writing and proofreading tasks, of university students with a history of reading difficulties to those of students with no such history. We further examined whether between‐group differences in text generation skills remained after controlling for transcription skills (spelling and handwriting fluency), word reading, and reading comprehension. Forty‐six university students with a history of reading difficulties were matched on age, gender, and non‐verbal intelligence to 46 students without this history. We found that the students with a history of reading difficulties performed poorer on both measures of text generation than students without this history. When differences in transcription skills, word reading, and reading comprehension were controlled, we found that only differences in timed summary writing remained significant. These results suggest that students with a history of reading difficulties experience challenges with specific aspects of text generation that are beyond what one would expect from their difficulties with transcription and word reading. We suggest that, if not addressed, text generation deficits are likely to create obstacles for academic success.

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Section: Discussionmentioning

confidence: 99%

A beginning exploration of text generation abilities in university students with a history of reading difficulties

et al. 2019

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“…Schoolchildren with LD present failures in cognitive, linguistic, metalinguistic, hearing and/or visual processing, which in turn impair the abilities to analyze, synthesize, manipulate, store and evoke linguistic information, impairing the learning of alphabet-based writing systems (4) . Metalinguistic abilities, such as phonological, lexical and syntactic consciousness, have been shown as important aspects for the appropriation of written language, and limitations in such abilities may explain difficulties in reading (5) and written expression (6) . Not only metalanguage, but also metacognition have been related with good school performance, and impaired metacognitive abilities have been related with difficulties in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Estratégias metacognitivas de leitura de crianças com distúrbio de aprendizagem

Nicolielo-Carrilho

Hage

2017

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RESUMO Objetivo verificar o uso de estratégias metacognitivas de leitura de crianças com Distúrbio de Aprendizagem e averiguar se há relação entre este uso e a compreensão de textos. Método participaram 30 crianças, de 8 a 12 anos, de ambos os gêneros, divididas em grupo experimental (GE) - 15 crianças com Distúrbio de Aprendizagem; e grupo controle (GC) - 15 crianças sem dificuldades. Todas foram submetidas à Escala de Estratégias de Leitura e o subteste compreensão de textos do Prolec. A descrição da amostra foi feita em valores de média, mediana, mínimo e máximo. Para análise comparativa entre os grupos, foi utilizado o Teste de Mann-Whitney. O grau de correlação entre as variáveis foi verificado pela Análise de Correlação de Spearman. Foi adotado o nível de significância de 5%. Resultados na pontuação total da escala, o desempenho do GE foi inferior em todas as medidas descritivas com diferença significante em relação ao GC. O GE apresentou desempenho próximo ao das crianças sem dificuldade somente nas estratégias globais. A correlação entre o uso de estratégias metacognitivas e a compreensão de textos foi positiva. Conclusão as crianças com Distúrbio de Aprendizagem evidenciaram déficits na utilização de estratégias metacognitivas de leitura quando comparadas às crianças sem dificuldade de aprendizagem. Quanto melhor o desempenho na escala de estratégias de leitura, melhor foi o desempenho na compreensão dos textos e vice-versa, sugerindo que habilidades metacognitivas para leitura contribuem para a compreensão leitora.

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“…There is a reciprocal and close relationship between writtten language and SA which has been analyzed in studies conducted on populations of different languages such as Portuguese [3][4][5][6][7] , Chinese [8][9][10][11] , English 12,13 , and Spanish 14 . The instruments usually employed for SA evaluation consider the child's ability to judge whether the words are properly ordered in the sentence, whether there is nominal and verbal concordance between the words 2 , or using word categorization 6,15 .…”

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Written narrative of students with and without difficulty in syntactic awareness

Soares¹,

Zuanetti²,

Silva³

et al. 2020

jhgd

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Introduction: Syntactic awareness is a metalinguistic ability defined as the child’s ability to reflect on formal processes relating to the organization of words in sentences and to manipulate them. This skill is still little explored in the context of school learning, and its importance in the school learning process of Portuguese-speaking children is poorly described. Objective: To compare written narrative between children with and without difficulty in syntactic awareness. Methods: The study was conducted on 60 children (mean age 9.4 years; SD: 0.9) enrolled in the 4th and 5th years of elementary school in a municipal school. The subjects were divided into two groups according to their performance in the task of syntactic awareness - G1 (children with medium/high performance in syntactic awareness) and G2 (lower performance). After the assessment of syntactic awareness each child elaborated a written narrative text based on a stimulus figure. This text was analyzed by judges in terms of spelling, grammatical errors, use of grammatical classes, and content. The Student t-test (α = 0.05) was used to compare the groups. Results: G2 children showed altered handwriting; greater occurrence of spelling mistakes, mainly of irregular phonographic relation type; oral support and difficulty with nasal markers; short texts with preference for the use of nouns and verbs, as well as difficulties with text structuring, use of punctuation and vocabulary, while G1 used more verbs and pronouns instead of nouns. Conclusions: Children with adequate syntactic awareness were able to elaborate written narratives with greater competence, demonstrating acquisition of orthographic aspects and development of textual coherence.

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Syntactic Awareness and Text Production in Brazilian Portuguese Students with Learning Disabilities

Cited by 4 publications

References 20 publications

A beginning exploration of text generation abilities in university students with a history of reading difficulties

A beginning exploration of text generation abilities in university students with a history of reading difficulties

Estratégias metacognitivas de leitura de crianças com distúrbio de aprendizagem

Written narrative of students with and without difficulty in syntactic awareness

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