Bigarelli Juliana Faleiros Paolucci, Ávila Clara Regina Brandão de
Universidade Federal de São Paulo, São Paulo, SP, Brasil.
J Soc Bras Fonoaudiol. 2011 Sep;23(3):237-47. doi: 10.1590/s2179-64912011000300009.
To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables.
Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text.
Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools.
Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.
根据学校年级和学校类型（私立或公立），对学业成绩良好的小学生在拼写和记叙文写作方面的表现进行特征描述，并研究这些变量之间的关系。
参与者为160名年龄在8至12岁之间的儿童，就读于小学四年级至七年级。通过单词和假词听写以及记叙文自主写作来评估他们的书面作品。
公立学校学生在单词和假词听写中的错误数量较多，且随着教育水平的提高而有所改善。公立和私立学校中完整和不完整话语的出现情况相似。然而，四年级学生的不完整陈述比其他学生更多。私立学校学生在微观结构和宏观结构的总体产出数量上更高。基本的宏观结构在较高年级中出现得最为频繁。自主写作中单词总数越高，语言变量的出现频率越高，叙事能力也越好。文本写作中错误单词数量与事件总数之间存在微弱的负相关。在私立和公立学校中，不同的拼写、语言和叙事产出变量之间均观察到了正相关和负相关（从弱到强）。
私立学校学生在拼写和叙事方面的表现优于公立学校学生。学校教育进程会影响单词写作和文本创作任务的表现，拼写能力会影响文本创作的质量。不同的写作能力，如拼写表现、语言元素的运用和叙事结构，在写作过程中相互影响。
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