Relationship between syntactic awareness and sentence writing in students from 1st and 2nd years of elementary school
Sentence writing learning in the early years is essential for later textual production and academic performance. Skills such as syntactic awareness facilitate and aid in the process learning of phrasal writing and the reading. The present study aims to analyze the relationship between syntactic awar...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
| Repositorio: | letrônica |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistaseletronicas.pucrs.br:article/38548 |
| Acceso en línea: | https://revistaseletronicas.pucrs.br/letronica/article/view/38548 |
| Access Level: | acceso abierto |
| Palabra clave: | Writing Literacy Phrase Syntactic awareness Escrita Alfabetização Frase Consciência sintática Alfabetización Conciencia sintáctica |
| Sumario: | Sentence writing learning in the early years is essential for later textual production and academic performance. Skills such as syntactic awareness facilitate and aid in the process learning of phrasal writing and the reading. The present study aims to analyze the relationship between syntactic awareness and sentence writing of 1st and 2nd years of elementary school of a public school, according to the stages of writing Partially Alphabetical and Consolidated Alphabetical writing (EHRI, 2005) and gender. Using the Statistical Package for Social Science (SPSS) software, a Mann-whitney test was performed to verify the relationship between the variables. From the results it can be observed that the better the quality of the student’s sentence, the better the performance in syntactic awareness. There was a significant difference in the performance of syntactic awareness between the phrasal writing; and there was no difference between genders. |
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