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O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade
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Abstract(s)
A revisão é um processo central para promover a qualidade dos textos narrativos infantis. As
instruções sobre a estrutura narrativa melhoram a organização e qualidade das composições de crianças. Um fator que poderá revelar-se importante no processo de revisão é o feedback
explícito sobre a versão inicial, tendo em vista proporcionar às crianças pistas específicas para
melhorar o texto. Foi objetivo deste estudo 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. Participaram crianças, do 4º e 5º ano de escolaridade, com práticas
semelhantes sobre a produção de textos escritos, na sala de aula, em que as instruções
específicas sobre a estrutura do texto narrativo eram pouco frequentes. As crianças foram
divididas em três grupos experimentais (submetidas a um programa de intervenção) e um de
controlo, tendo sido controladas as variáveis relativas ao nível cognitivo e de desenvolvimento
da linguagem, ao nível lexical e sintático. Esta investigação obedeceu a design experimental,
com um pré-teste e pós-teste onde foi pedido às crianças para escreverem uma composição com base numa sequência de imagens. Posteriormente foram realizadas 17 sessões, distribuídas ao longo de nove meses, nas quais as crianças dos grupos experimentais escreviam uma composição e reviam a sua versão inicial. Passados dois meses e meio foi realizado um pós-teste diferido, onde se repetiram os procedimentos. Os resultados apontam para uma evolução significativa em relação à qualidade dos textos narrativos produzidos entre o pré e o pós-teste por parte de todos os grupos experimentais, o mesmo não acontecendo com os grupos de controlo. Essa evolução foi, no entanto, superior no grupo experimental 2 quando comparada aos outros grupos experimentais, verificando-se ainda que o grupo experimental 1 foi superior ao grupo experimental 3. Os resultados mostram, ainda, que não existem diferenças estatisticamente significativas entre o 4º e o 5º ano, nas várias dimensões estudadas, com exceção da dimensão Frases Completas, no grupo Experimental com grelha e feedback, tendo o 5º ano valores superiores. Conclui-se que a utilização de instrumentos de revisão na escrita de textos narrativos é muito relevante, bem como o fornecimento de um feedback. Julgamos ser fundamental a criação de programas de escrita, para trabalhar as estruturas dos vários géneros literários de modo colmatar as necessidades da população estudantil.
The revision is a central process to promote the quality of children's narrative texts. Narrative structure instructions improve the organization and quality of children's compositions. One factor that may prove to be important in the review process is explicit feedback on the initial version, in order to provide children with specific clues to improve the text. The aim of this study was to evaluate the impact on writing of narrative texts, a writing program, in which students have access to self-regulation tools for the revision of texts. Children in the 4th and 5th years of schooling participated in similar practices on the production of written texts in the classroom, where specific instructions on the structure of the narrative text were infrequent. The participants were divided into three experimental groups (submitted to an intervention program) and a control group, and the variables related to the cognitive level and language development were controlled at the lexical and syntactic level. This investigation followed experimental design, with a pre-test and post-test where the children were asked to write a composition based on a sequence of images. Subsequently, 17 sessions were performed, distributed over nine months, in which the children of the experimental groups wrote a composition and reviewed their initial version. After two and a half months, a delayed post-test was performed, in which the procedures were repeated. The results point to a significant evolution in relation to the quality of narrative texts produced between the pre- and post-test by all experimental groups, not the control groups. However, this evolution was higher in the experimental group 2 when compared to the other experimental groups, and it was verified that the experimental group 1 was superior to the experimental group 3. The results also show that there are no statistically significant differences between the 4th and the 5th year, in the various dimensions studied, with the exception of the Full Phrases dimension, in the Experimental group with grids and feedback (the 5th year with higher values). We conclude that the use of revision tools in the writing of narrative texts is very relevant, as well as the provision of feedback. We believe it is fundamental to create writing programs, to work the structures of the various literary genres in order to meet the needs of the student population
The revision is a central process to promote the quality of children's narrative texts. Narrative structure instructions improve the organization and quality of children's compositions. One factor that may prove to be important in the review process is explicit feedback on the initial version, in order to provide children with specific clues to improve the text. The aim of this study was to evaluate the impact on writing of narrative texts, a writing program, in which students have access to self-regulation tools for the revision of texts. Children in the 4th and 5th years of schooling participated in similar practices on the production of written texts in the classroom, where specific instructions on the structure of the narrative text were infrequent. The participants were divided into three experimental groups (submitted to an intervention program) and a control group, and the variables related to the cognitive level and language development were controlled at the lexical and syntactic level. This investigation followed experimental design, with a pre-test and post-test where the children were asked to write a composition based on a sequence of images. Subsequently, 17 sessions were performed, distributed over nine months, in which the children of the experimental groups wrote a composition and reviewed their initial version. After two and a half months, a delayed post-test was performed, in which the procedures were repeated. The results point to a significant evolution in relation to the quality of narrative texts produced between the pre- and post-test by all experimental groups, not the control groups. However, this evolution was higher in the experimental group 2 when compared to the other experimental groups, and it was verified that the experimental group 1 was superior to the experimental group 3. The results also show that there are no statistically significant differences between the 4th and the 5th year, in the various dimensions studied, with the exception of the Full Phrases dimension, in the Experimental group with grids and feedback (the 5th year with higher values). We conclude that the use of revision tools in the writing of narrative texts is very relevant, as well as the provision of feedback. We believe it is fundamental to create writing programs, to work the structures of the various literary genres in order to meet the needs of the student population
Description
Tese para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Ciências da Educação na área de especialização em Literacias e Educação, apresentada - Instituto
Universitário no ano de 2018.
Keywords
Revisão Qualidade Composições Escolaridade Narrative production Review Self-regulated learning Feedback
Citation
Borges, S. M. M. (2018). O impacto da revisão na qualidade de composições de crianças de 4º e 5º ano de escolaridade. [Tese de doutoramento] Ispa - Instituto Universitário