Reconhecimento antecipado de problemas ortográficos em escreventes novatos: quando e como acontecem

A aprendizagem da ortográfica constitui um processo complexo, envolvendo questões lexicais e gramaticais. Muitos estudos sobre essa aprendizagem tratam os problemas ortográficos de modo independente e separado da produção textual. Neste estudo defendemos a importância de se analisar a aprendizagem da ortografia a partir da perspectiva proposta pela Genética Textual, colocando em destaque a gênese do processo de escritura e criação textual. Apresentamos o Sistema Ramos, metodologia de investigação que registra o processo de escritura em tempo e espaço real da sala de aula. Esse Sistema oferece informações multimodais (fala, escrita, gestualidade) sobre o que alunos, em duplas, reconhecem como problemas ortográficos (PO) e os comentários espontâneos feitos quando estão escrevendo o texto. Este estudo analisa justamente o momento em que aconteceram esses reconhecimentos e os comentários de duas alunas no 2º ano de escolaridade, durante a produção de seis histórias inventadas. Mais do que uma análise quantitativa dos tipos de PO identificados no produto, apresentamos uma análise enunciativa e microgenética de reconhecimentos de PO e seus comentários, particularmente aqueles PO antecipados pelas escreventes. Os resultados indicam: i. Reconhecimentos ensejam comentários nem sempre relacionados ao PO identificado; ii. Reconhecimentos e comentários estão relacionados aos conteúdos ortográficos ensinados em sala de aula; iii. Alguns PO reconhecidos envolvem a articulação de diferentes níveis linguísticos. Esses aspectos podem contribuir para a compreensão da aprendizagem da ortografia em situações didáticas propiciadas pela escrita colaborativa a dois.The acquisition of spelling competence is a complex process, involving lexical and grammatical questions. Research, however, almost always places the spelling from an autonomous point of view and disconnected from the other components of writing. In this text, we present the relevance of the Ramos System that captures students in an ecological situation of text production in pairs, allowing access to the processes for solving orthographic problems. Collaborative writing also grants access to comments made by students during the process of textual linearization. Our study focuses on the recognition of spelling problems (SP) and the comments made regarding such problems by two 2nd grade students during the production of six invented stories. More than a quantitative analysis of the types of SP identified in the product, we were interested in making a qualitative and fine analysis of oral recognitions of SP, particularly those SP anticipated by the writers. Our results indicate that: i. Recognition motivates comments that are not always related to the identified SP; ii. Recognition and comments are related to the orthographic contents taught in the classroom; iii. Some of the recognized SP involve the articulation between different linguistic levels. These aspects can contribute for the comprehension of orthographic learning in didactic situations provided by collaborative writing.publishe

Can writing be used to study and improve the socio-cognitive functioning of individuals diagnosed with schizophrenia?

Impairments in social and cognitive functioning are some of the most disabling features of the schizophrenia. They result in poorer communication with others, difficulties in maintaining employment status and decrease in community involvement. Recently, cognitive remediation therapy (CRT), which relies on computer-based drill and practice exercises, has emerged as a nonpharmacological intervention that aims to target and improve cognitive and social functions. Given the recent success of CRT based approaches, the question arises: can other nonpharmacological interventions which aim to augment and improve socio-cognitive functions be effective? Building upon Vygotsky's (1934) theorizing, we conducted an 8-week long study involving 19 participants. The study uses the methodology of narrative inquiry to examine participants’ ability to employ varied socio-cognitive functions (affect, causation, perceptive-taking, logical/hypothetical inference, etc.) when writing about everyday activities and attempting to resolve conflicts in narratives. Prompts employed in this study directed participants to write about three different socio-cultural contexts: (1) inpatient; (2) outpatient and (3) a fictional context. The fictional context aimed to examine participant's ability to imagine and express alternative futures/scenarios. Data show significantly higher frequency of occurrence of linguistic devices tied to cognitive functions in (3) fictional narrative context when compared to either (1) inpatient or (2) outpatient context. Use of affect was the only statistically significant difference between contexts (1) and (2). Findings indicate that individuals diagnosed with schizophrenia are able to vary the use of social and cognitive functions across narrative contexts, suggesting that future socio-cognitive interventions can be anchored in mindfully planned narrative activities.Disclosure of interestThe authors have not supplied their declaration of competing interest.</jats:sec