Made available in DSpace on 2017-06-01T18:24:32Z (GMT). No. of bitstreams: 1 dissertacao_karla_epiphania.pdf: 2941449 bytes, checksum: 65dde9edfe1f018fae27c293dda72a4a (MD5) Previous issue date: 2010-03-01 / The teaching of Brazilian Portuguese language in elementary school prioritizes the standard dialect, and in many cases, it ignores the language the student brings to school. We realize that, despite several researches which have pointed out this issue, it is not given the due attention to the Linguistic Variations, which naturally migrate to students' writing, and being in many situations misinterpreted by pedagogical guidance teachers who prioritize the teaching of written language. Given this fact, this research aims to identify the Linguistic Variations in written texts: retextualization of comic book strips and letters, produced in the classroom by a group of students from public schools, and present reflections and questions from the assumptions of Educational Sociolinguistics, anchored in the Textual Linguistics. In order to give support to the theoretical assumptions established, and because they are important to the teaching of the language, we consider the conception of language, the PCNs-LP, the didactic book used, and the conception of text. The study methodology adopted is qualitative, focused on the interpretation of the interaction processes in classroom, considering the oral-written continuum. The analyses and discussion are done in two parts: analyses of the LDP and the textual productions, and the second part concerns the particular episodes of the initial phase of writing and the presence of Linguistic Variations which mostly occur in textual productions. The corpus comprises thirty-six retextualizations and twelve letters. We assume that it is not possible to ignore the modes of relationship between oral and written speech, for it is necessary for a work in the school institution the understanding of that relationship as a continuum, and that every modality has its own characteristics / O ensino do português brasileiro no ensino fundamental prioriza a norma-padrão, e muitas vezes, ignora a linguagem que o aluno traz para a escola. Percebemos que, apesar de o resultado de várias pesquisas alertarem para essa questão, ainda não é dada a devida atenção às Variações Linguísticas, que naturalmente migram para a escrita dos educandos, e são, muitas vezes, mal interpretadas por professores praticantes de uma orientação pedagógica que prioriza o ensino da língua escrita. Diante desse fato, esta pesquisa tem o objetivo de identificar as Variações Linguísticas nos textos escritos utilizando retextualização de tiras de História em Quadrinho e cartas, produzidas na sala de aula por um grupo de alunos da rede pública, assim como apresentar reflexões e questionamentos, a partir dos pressupostos da Sociolinguística Educacional, ancorada na Linguística do Texto. Para dar suporte aos pressupostos teóricos estabelecidos, e por serem importantes para o ensino da língua, consideramos a concepção de língua dos sociolinguístas, os PCN-LP, o livro didático utilizado e a concepção de texto considerando-o como construção de sentidos. A metodologia de estudo adotada é qualitativa, voltada para a interpretação de processos de interação na sala de aula, considerando o contínuo oral-escrito. As análises e discussão são feitas em duas etapas: na primeira são feitas as análises do LDP e das produções textuais, e a segunda parte diz respeito aos episódios característicos da fase inicial da escrita e à presença das variações lingüísticas mais ocorrentes nas produções textuais. O corpus é composto por trinta e seis retextualizações e doze cartas. Partimos do pressuposto de que não é possível ignorar os modos de relação entre oral e escrito, pois é necessário um trabalho na instituição escolar que entenda a relação fala-escrita como um contínuo com características próprias

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Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. iii During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell. The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.

This project researcher designed, implemented and collected data on an integrated approach to writing instruction for her third grade students in the Etiwanda School District. The literature review showed the importance of teaching students the purpose for writing, the traits of writing and the process of writing. Research showed the effectiveness of teaching students the six traits of writing and the writing process as indicated by student writing achievement scores.

In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did not appear to affect the child's ability to self-assess writing growth. Children on the first 4 Writing Bands, A, B, C, and D self-assessed using similar criteria. Additional findings suggested that many of these young children knew there was a thought process involved with choosing topics to be written about. The results of this study suggested implications for continued investigations into using self-assessment with young children. For example, it was proposed that varying the learning environment may change the criteria that children use for self-assessment. Further research was recommended that would identify student and teacher behaviors that enhance self-assessment.

Orientador: Maria Augusta Bastos de Mattos / Tese(doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-09T00:24:43Z (GMT). No. of bitstreams: 1 Capristano_CristianeCarneiro_D.pdf: 10262171 bytes, checksum: 33b733a897e119993fb6fe0a54179d50 (MD5) Previous issue date: 2007 / Resumo: Tendo como temática o chamado processo de aquisição da escrita infantil, esta tese investiga o modo como a escrita de duas crianças chega a se adequar ao que prevêem as convenções escritas que determinam como devem ser feitas as delimitações por espaços em branco: de escritas estruturalmente instáveis e heteróclitas a escritas em convergência com as representações tidas como canônicas. Busca, mais especificamente, propor uma interpretação para a trajetória das crianças em direção à palavra escrita convencional. Foram selecionados para análise enunciados escritos produzidos por essas duas crianças ao longo de seus quatro primeiros anos de escolarização formal (primeira a quarta série do ensino fundamental), no período de abril de 2001 a dezembro de 2004. São examinados, prioritariamente, fatos ligados ao modo como, nesses enunciados escritos, foram distribuídos os espaços em branco. O quadro teórico-metodológico que orienta a análise refere-se ao chamado Paradigma Indiciário, tal como tematizado em Ginzburg (1989 e 2002) e em Abaurre et.al. (1997). As reflexões desenvolvidas permitiram sugerir que as segmentações escritas propostas pelas crianças modificam-se ao longo do tempo em função da mudança que se opera na relação sujeito/linguagem: uma relação complexa que envolve o Outro como instância representativa da linguagem (e da escrita em particular), a escrita na complexidade de seu funcionamento (heterogeneamente constituída) e a criança enquanto sujeito escrevente / Abstract: Having as a thematic the so called process of writing acquisition in children, this thesis investigates the way that the writing of two children comes to fit to what is predicted in the writing conventions that determines how the delimitations for blank spaces must be done: from structurally unstable writing and heteroclites to writings in accordance with the representations considered canonic. It intends, more specifically, to propose an interpretation to the children¿s way towards the conventional written word. For the analysis, there was a selection of written statements produced by these two children during their first four years of formal schooling (first to fourth grades of elementary school), from April 2001 to December 2004. Facts linked to the way these written statements were distributed in the blank spaces are prior examined. The theoretical-methodological chart that orients the analysis refers to the so called The Evidential Paradigm as themed by Ginzburg (1989 and 2002) and Abaurre et. al. (1997). The reflections developed, allowed to suggest that written segmentations proposed by the children modify with time according to the change that is verified in the relation subject/ language: a complex relation that involves the Other as a representative instance of the language (and of the writing in particular), the writing in the complexity of its functioning (heterogeneously constituted) and the child as a writing subject / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

Made available in DSpace on 2017-06-01T18:24:20Z (GMT). No. of bitstreams: 1 Juliana Correia_confrontada.pdf: 810061 bytes, checksum: d7bed4b410799a2af28ae6ef9880027b (MD5) Previous issue date: 2007-05-04 / The aim of this study was to verify the progression of wiritten narrative stories made by children from a public and a private school in Recife, in four different production situations: free production, production from engravings presentation, from a told story and from reading of an illustrated book. The work was carried through with 160 children, being 80 of public school and 80 of particular. Each child produced four stories, in a total of 640 stories. The stories had been analyzed and categorized in accordance with the categories of stories proposals by Rego (1985). After the analysis of the results, could be concluded that it had a progression related to the level of text production in function of the teaching advance, clearly seen in private school children. The best situation for public school students was from a told story, while reading of an illustrated book made private school children write more sofisticated stories. There was significant statistics differences between public and private schools in all four situations. / O objetivo do presente estudo foi verificar a progressão das narrativas escrita de histórias por crianças da 1ª à 4ª série do Ensino Fundamental de uma escola pública e uma particular da cidade do Recife em diferentes situações de produção: produção livre, produção a partir da apresentação de gravuras, a partir do conto e reconto e a partir da leitura de um livro ilustrado. O trabalho foi realizado com 160 crianças, sendo 80 da escola pública e 80 da particular. Cada criança produziu quatro histórias, num total de 640 histórias. As histórias foram analisadas e categorizadas de acordo com categorias adaptadas à proposta de Rego (1985). Após a análise dos resultados, pôde-se concluir que houve progressão em relação ao nível de elaboração das narrativas de histórias em função do avanço na escolarização, sendo esse avanço verificado com maior evidência entre as crianças da escola particular. A situação de produção que mais favoreceu a elaboração de histórias completas nos alunos da escola pública foi a partir do conto e reconto, enquanto que, na escola particular, a escrita a partir do livro mostrou-se mais favorável para o surgimento de histórias mais elaboradas. Houve diferença estatisticamente significante entre as escolas pública e particular, nas quatro situações de produção.

Made available in DSpace on 2017-06-01T18:24:25Z (GMT). No. of bitstreams: 1 irenilda.pdf: 655117 bytes, checksum: 12fd913c07c4b99cb6d2416693ab925b (MD5) Previous issue date: 2006-04-19 / Based on an analysis of pupils written production, this work shows that the insertion of play activities in ordinary classroom practices contributes for increasing written language development as well as learning, and to make the teacher/student relationship more pleasant. In this work, the teacher/student relationship carried out through playing activities turns out to be not only a necessary one for a successful educational process, but a stimulus for developing linguistic skills as well. The work shows that pupils attitude with written text changes during the educational process with the development of knowledge and text production, by means of positive responses to playing sessions. The research brings a new form to teaching by calling attention to non-formal aspects and by stimulating the development of critic and analytical sense of higher students with the use of games, playing, music, theater and other activities that enhance the students freedom and expressiveness in the written of texts / Esta pesquisa mostra, através da análise da produção escrita de alunos, que a inserção de atividades lúdicas no cotidiano escolar propicia um maior desenvolvimento da linguagem escrita e amplia as possibilidades de aprendizagem, tornando a relação professor x aluno mais prazerosa. Este trabalho parte da perspectiva de que a relação afetiva instaurada através dos jogos passa a ser elemento indispensável para que o processo educacional ocorra de forma plena e funcione como estímulo para a apropriação das habilidades lingüísticas. Observou-se, durante o processo, a mudança de atitudes do estudante na sua relação com o texto escrito, mostrando novos conhecimentos e habilidades para produzir dissertações, como reações positivas às sessões de recreação. A pesquisa traz um novo enfoque do fazer pedagógico, valorizando os aspectos não formais e estimulando o desenvolvimento do espírito crítico e analítico do estudante secundarista, a partir da inclusão de jogos, brincadeiras, músicas, teatro e outras atividades que possibilitem uma maior liberdade e expressividade na escrita de textos

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