THE NATURAL RELATIONSHIPS AMONG ARABIC WRITING SKILLS (AWS) ENRICH ARABIC ACQUISITION PRACTICES FOR NON-ARAB SPEAKERS

This case study was conducted on the needs of Arabic writing skills AWS for Ugandan Adults Learners UAL using the descriptive analytical method where the sample sized (n=40) was used. The researchers sought to answer, among others, a major research question about how important the AWS from UAL viewpoint are. It attempted to identify the signi?cancy of AWS from UAL viewpoint so that the researcher could engage more relevant design of Arabic writing sub- skills' content alternatives for elementary Arabic learning course EALC. The valid and reliable questionnaire namely, “The Elementary Arabic Learning Analysis Scales EALAS for UAL” with 5 Likert scales was used. On one hand, the descriptive ?ndings assert that UAL ratings for AWS interests are signi?cantly high. On another hand, the correlational ?ndings yielded by this survey indicate that the natural relationships among AWS are signi?cant. They also indicate that there is a positive natural relationship among AWS irrespective of any instructional condition. This is clear manifesto that justi?ed the feasibility of structuring EALC for UAL in which the samples of lessons are presented using AWS.

A Literature Review on the Impact of Digital Games on Improving Students' English Language Writing Skills

The new generation uses digital games in their everyday lives for entertainment and learning. Digital games have a remarkable role in the learning process of the new generation. Many education scholars investigated the effect of using games to enhance learners' English language learning in general and specifically improve writing skills, revealing that games in the classroom can foster writing skills and bring remarkable improvement. This study investigates the impact of digital games on improving students' English Language writing skills depending on a literature review. As many studies focus on the impact of digital games on different English language skills, this conceptual literature review aims to stimulate reflection on the use of digital games in enhancing English language writing skills. This study revealed that digital games increase students' engagement in the learning process, create a less-anxious writing skills environment for students, and motivate and help students get a deeper understanding of the English writing process.

Habilidades gnósico-práxicas relacionadas con dificultades del aprendizaje de la lectura y la escritura en individuos de 9 a 12 años / Gnosis-praxic Skills Related to Disabilities in Learning to Read and Write in Individuals Aged 9 to 12 Years

Resumen Las dificultades del aprendizaje constituyen una de las principales causas de fracaso escolar; su aparición temprana puede evidenciarse en las habilidades gnósico-práxicas que soportan los procesos de lectura y escritura. Objetivo: Describir las habilidades gnósicas y práxicas en niños escolares, de 9 a 12 años de edad, asociadas a la presencia o no de dificultades en la lectura y/o la escritura. Participantes: 53 niños de una institución pública del municipio de Sabaneta-Colombia, divididos en dos grupos, uno compuesto por 16 niños con dificultades en la lectura y/o escritura y, el otro, por 37 niños sin dificultades en estos procesos. Resultados: La comparación intergrupos evidenció diferencias estadísticas (valor p y tamaño del efecto) significativas en aspectos cruciales para el proceso de lectura y escritura: la formación de imágenes visoconstruccionales y la velocidad, la planeación y la coordinación motora, evaluadas a partir de las tareas gnósico-práxicas de Sucesión de números y letras (WISC-IV) y Tapping (BANETA). Adicionalmente, se hallaron diferencias estadísticas en las subpruebas de Esterognosia, y correlaciones significativas entre Tapping y la velocidad al escribir palabras (BANETA). Conclusión: Las habilidades gnósico-práxicas no son plenamente los procesos predominantes en las diferencias intergrupos, si bien las habilidades motoras se vinculan con los procesos de aprendizaje y las dificultades que en ellos puedan presentarse, como lo sugieren las correlaciones dadas entre la subprueba de velocidad motora y el proceso de escritura. Adicionalmente, la velocidad de procesamiento y la memoria operativa se presentan como procesos transversales a las habilidades gnósico-práxicas y de lectura y escritura.

Abstract Learning disabilities constitute one of the main causes of school failure; their early manifestation may be evidenced in the gnosis-praxis skills that support reading and writing processes. Objective: To describe the performance of gnosis-praxis skills in school children (aged from 9 to 12 years old), associated to the existence or not of reading and/or writing difficulties. Participants: 53 children of a public school in Sabaneta - Colombia, divided into two groups, one consisting of 16 children with difficulties in reading and/or writing and, the other, by 37 children without difficulties in these processes. Results: The intergroup comparison showed significant statistical differences , in crucial aspects for reading and writing process: the visoconstructional image formation, speed, planning and motor coordination, obtained from the gnosis - praxis tasks of Letter-Number Sequencing (WISC-IV) and Tapping (BANETA). Additionally, statistical differences were found in the subtests of Stereognosis (BANETA) and significant correlations between Tapping and the speed rate in writing words. Conclusion: Gnosis - praxis skills are not the predominant processes in intergroup differences, even though motor skills are linked to learning process and the difficulties they may arise, as suggested by the correlations given between the motor speed subtest and the writing process. In addition, processing speed and operational memory are shown as crosscutting processes in gnosis-praxis, reading and writing skills.

Comparative study of patient-based versus case-based teaching in prescription writing skills of second year MBBS students

Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.

Improving Scientific Writing Skills and Publishing Capacity by Developing University-Based Editing System and Writing Programs

Scholarly article writing and publishing in international peer-reviewed journals can become an overwhelming task for many medical, nursing, and healthcare professionals in a university setting, especially in countries whose native language is not English. To help improve their scientific writing skills and publishing capacity, a university-based editing system and writing programs can be developed as educational platforms. These are delivered by a team of specialist editors composed of tenured faculty members who have a strong medical background and extensive experience in teaching courses on medical research, editing, writing, and publishing. For the editing system, the specialist editors provide comprehensive editing, personalized consultation, full editorial support after peer review, guidance with online submissions/resubmissions, and detailed editorial review at different stages of the manuscript writing. In addition, the specialist editors can develop writing programs such as medical writing and editing internships, academic courses in medical writing or research study designs and reporting standards, special interactive lectures and sessions on predatory publishing, seminars on updated editorial guidance of global editorial associations, academic visits on medical writing and editing, medical writing mentoring program, networking programs in scholarly communication, and publication resources in medical writing and scholarly publishing. These editing system and writing programs can serve as integrated platforms for improving scientific writing skills and publishing capacity by providing continuing education in medical writing, editing, publishing, and publication ethics.

La expresión escrita a partir del tratamiento del Inglés con fines específicos en la carrera de Estomatología / Writing skill through the handling of English for specific purposes in Dentistry pre-grade studies

Introducción: la enseñanza del idioma Inglés constituye un valioso instrumento de trabajo en la formación de los profesionales de la salud y el desarrollo de la expresión escrita es fundamental para el desempeño profesional del futuro egresado. Objetivo: desarrollar la expresión escrita a partir del tratamiento del inglés con fines específicos. Materiales y Métodos: se realizó una investigación que culminó con la aplicación de un pre-experimento pedagógico en la Filial Médica de Colón durante el período comprendido de septiembre de 2015 a junio del 2016. La muestra estuvo conformada por los 16 estudiantes que componen el 4to año de la carrera de Estomatología. Se emplearon métodos del nivel teórico y empírico como el analítico-sintético, inductivo-deductivo, revisión y análisis de documentos, observación, además de otras técnicas de obtención de la información directa y de procedimientos estadísticos. Resultados: el diagnóstico inicial del estado de la habilidad de escritura reveló que el 18,7 % de los estudiantes se ubicó en el nivel alto, el 50 % en el nivel medio y 31,2 % en el nivel bajo. La etapa de constatación mostró que el 68,7 %, 18,7 % y 12,5 % se ubicaron en los niveles alto, medio y bajo respectivamente evidenciándose un aumento considerable de estos indicadores. Conclusiones: el sistema de actividades contribuyó a desarrollar la expresión escrita al vincularse con la terminología de estomatología y demandar el empleo de funciones comunicativas y construcción textual en situaciones de su ámbito académico y ocupacional lo que favoreció el logro del objetivo trazado (AU).

Background: the English language teaching is a valuable working tool in health professionals training and the development of writing skills is very important for the professional performance of the future graduated. Aim: to develop the writing skills through the handling of English for specific purposes. Materials and Methods: a research that finished with the application of a pedagogical pre-experiment was carried out in the Matanzas Medical University branch of Colón from September 2015 to June 2016. The sample was made up by 16 4th-year Dentistry students. Several methods of the theoretical and empirical levels were used such as the analytical-synthetic one, the inductive-deductive, documents reviewing and analysis, observation, other techniques of gathering direct information and statistical procedures. Outcomes: the initial diagnosis of the writing skill revealed that 18,7 % of the students were in the high level, 50 % in the middle and 31,2 % in the low one. The assessment stage showed a 68,7 %, 18,7 % y 12,5 % of them in the high, middle and low levels respectively, evidencing a considerable increase of these indicators. Conclusions: the sistema of activities, contributed to develop the writing skill because it was linked to Dentistry terminology and required the usage of communicative functions and test structures in situations of the students' academic and occupational environment, favoring the achievement of the proposed objective (AU).

Relação entre os níveis de escrita, consciência fonológica e conhecimento de letras / Relationship between spelling levels, phonological awareness, and letter knowledge

Resumo Este estudo teve como objetivo investigar a relação entre nível de escrita, consciência fonológica e conhecimento de letras. Participaram 60 crianças do 1º ano do ensino fundamental com média de idade de 6,09 anos, as quais foram submetidas a testes de conhecimento de letras, consciência fonológica e escrita inventada no início e no final do ano escolar e ao Teste Matrizes Progressivas Coloridas de Raven, aplicado apenas no início do ano. Verificaram-se correlações significativas entre consciência fonológica, conhecimento de letras e nível de escrita. A maioria das crianças evoluiu ao longo do ano nos desempenhos observados. Significativamente, aquelas que apresentaram melhor domínio da consciência fonológica e conhecimento do nome das letras desde o início do ano, evoluíram mais na escrita ao final do ano. Nesse sentido, a instrução da consciência fonológica associada ao conhecimento de letras deve ser realizada ainda na pré-escola, a fim de garantir uma boa aprendizagem ulterior em escrita.

Abstract This study aimed to investigate the relationship between spelling levels, phonological awareness, and letter knowledge. Sixty first grade children, mean age 6.09 years, participated in the study. They underwent letter-knowledge, phonological awareness, and spelling tests at the beginning and end of the school year. The Raven's Progressive Matrices test was applied only at the beginning of the school year. Results showed significant correlations between phonological awareness, letter knowledge, and spelling level. Most children progressed remarkably throughout the year. However, those who had better phonological awareness skills and letter-name knowledge at the beginning of the school year significantly improved their spelling skills at the end of the year. Therefore, phonological awareness instruction combined with letter-knowledge should be provided in pre-school to ensure the development of good spelling skills in the subsequent school years.

Caracterización del proceso lecto-escrito y su relación con el desempeño escolar en estudiantes de Bogotá / Reading and writing characterization and its relation with the academic performance in students from Bogotá

Un número de investigaciones han estudiado la relación entre la lecto-escritura y el desempeño de los estudiantes. Este artículo describe las características del proceso lecto-escrito y analiza la correlación entre este proceso y el desempeño escolar. En este estudio la muestra fue de 327 estudiantes de los grados quinto y sexto quienes fueron evaluados a través de diferentes tareas. En este estudio descriptivo se aplicaron pruebas de comprensión de lectura y de producción de textos. El análisis de la información mostró un desempeño más alto en los estudiantes de grado sexto en comprensión de lectura y en las conciencias fonológica, morfológica y sintáctica. El análisis identificó una correlación entre el desempeño en matemáticas y las habilidades psicolin-güísticas, además una correlación entre el desempeño en ciencias sociales y habilidades metalin-güísticas, ciencias naturales y habilidades metalingüísticas y artes y habilidades metacognitivas. Los hallazgos brindan luces sobre la importancia de la lecto-escritura en el desempeño escolar y como las diferentes habilidades facilitan el desarrollo de la lecto-escritura. En este sentido, es importante plantear nuevas investigaciones centradas en la promoción de habilidades metalin-güísticas, metacognitivas y psicolingüísticas para el desempeño escolar de los estudiantes.

A number of researches have studied the relationship between reading and writing skills and the students school performance. This paper describes the characteristics of reading and writing skills and analyzes the correlation between this process and the academic performance. For this study a total of 327 students from fifth and sixth grade were evaluated through different tasks. In this descriptive study the sample was assessed through reading comprehension and writing production tests. Data analyses showed higher performances in sixth grade students in reading comprehension, and in phonological, morphological and syntactic awareness. The analysis iden-tified correlation between Mathematics performance and Psycholinguistic skills; as well as be-tween Social Science performance and metalinguistic skills, Natural Science performance and metalinguistic skills and Arts performance and metacognitive skills. The findings highlight the importance of reading and writing skills for student's academic performance and how the diffe-rent skills facilitate literacy's development. In this sense, it is important to plan new researches focused on promoting metalinguistic, metacognitive and psycholinguistic skills in the student's academic performance

Efectos de un entrenamiento correctivo en la elaboración y fundamentación de preguntas de investigación / Effects of corrective training in the identification and development of research questions / Efeitos de um treinamento corretivo na elaboração e fundamentação de perguntas de pesquisa

Se analizaron los efectos de un entrenamiento correctivo en la identificación y elaboración de algunos elementos de artículos empíricos (enmarcados en el Análisis Experimental de la Conducta), en el que se estudiaron los efectos de la retroalimentación y las instrucciones en tareas de discriminación condicional, con el objetivo de registrar si ello promovía el ejercicio de habilidades para elaborar y fundamentar preguntas de investigación. Participaron 20 estudiantes de psicología de una universidad pública mexicana, con edades entre los 20 y 22 años, asignados al azar a dos grupos: experimental y control. Ambos grupos fueron expuestos a una Línea Base (LB), a dos fases de entrenamiento (excepto el control) y a una sesión de evaluación. En la LB y en la evaluación los participantes debían leer dos artículos experimentales y elaborar y justificar una pregunta de investigación novedosa derivada de estos. El grupo experimental fue expuesto a un entrenamiento correctivo en la identificación (ejercicio 1) y la elaboración (ejercicio 2) de diversos elementos de artículos científicos que tenían como objetivo auspiciar desempeños en niveles intrasituacional y extrasituacional, respectivamente. Los resultados mostraron que la mayoría de los participantes del grupo experimental lograron una drástica mejoría en sus puntajes de aciertos de la LB a la evaluación, y que seis de los diez participantes fueran capaces de escribir y fundamentar sus preguntas de investigación en un nivel extrasituacional, lo que no ocurrió con los del grupo control en ningún aspecto. Los datos se discuten en términos de la importancia que tiene identificar estrategias efectivas para la formación de nuevos investigadores, sobre todo en lo relativo al desarrollo de habilidades lectoescritoras.

The effects of corrective training in the identification and development of some elements of empirical articles (framed within the Experimental Analysis of Behavior) were analyzed. The impact of feedback and instructions on conditional discrimination tasks were studied with the aim of determining whether this would promote the development of skills to elaborate and substantiate research questions. Twenty psychology students from a Mexican public university aged between 20 and 22 years were randomly assigned to the experimental and control groups. Both groups were exposed to a baseline, two training phases (except the control group) and to an assessment session. During baseline and assessment, participants read two experimental articles and formulated and justified a new research question derived from them. The experimental group was exposed to a corrective training in identifying (exercise 1) and developing (exercise 2) the various elements of scientific articles that were intended to improve reading and writing technical materials at extrasituational and intrasituational levels. Results showed that for most participants in the experimental group, correct answers increased in comparison to baseline and that six of the ten participants were able to write and justify their research questions at an extrasituational level. The control group failed on both counts. Data are discussed in terms of the importance of identifying effective strategies for training new researchers, especially regarding the development of reading and writing skills.

Analisaram-se os efeitos de um treinamento corretivo na identificação e elaboração de alguns elementos de artigos empíricos (dentro da Análise Experimental da Conduta), em que se analisavam os efeitos da retroalimentação e das instruções em tarefas de discriminação condicional, com o objetivo de registrar se isso promovia o exercício de habilidades para elaborar e fundamentar perguntas de pesquisa. Participaram 20 estudantes de psicologia de uma universidade pública mexicana, com idade entre 20 e 22 anos, divididos aleatoriamente em dois grupos: experimental o controle. Ambos grupos foram expostos a uma Linha Base (LB), a duas fases de treinamento (exceto o controle) e a uma sessão de avaliação. Na LB e na avaliação os participantes deviam ler dois artigos experimentais e elaborar e justificar uma pergunta de pesquisa inovadora derivada dos mesmos. O grupo experimental foi exposto a um treinamento corretivo na identificação (exercício 1) e na elaboração (exercício 2) de diversos elementos de artigos científicos que tinham como objetivo estimular desempenhos em níveis intrasituacionais e extrasituacionais, respectivamente. Os resultados mostraram que a maioria dos participantes do grupo experimental conseguiram uma drástica melhoria em suas pontuações de acertos da LB à avaliação, e que seis dos dez participantes foram capazes de escrever e fundamentar suas perguntas de pesquisa em um nível extrasituacional, o que não aconteceu com os do grupo controle em nenhum aspecto. Os dados discutem-se em termos da importância que possuem para identificar estratégias efetivas para a formação de novos pesquisadores, sobretudo no relativo ao desenvolvimento de habilidades lecto-escritoras.

Oficinas de elaboração de comunicação e escrita científica com estudantes universitários / Workshops on the development of scientific communication and writing with college students / Talleres de elaboración de comunicación y escrita científica con estudiantes universitarios

Este estudo descreve uma experiência de oficinas de elaboração de trabalhos científicos realizadas com estudantes universitários de uma universidade pública do Rio Grande do Sul. Foram realizados três encontros com o objetivo de caracterizar as diversas modalidades de trabalhos científicos (resumo simples, resumo expandido, trabalho completo e artigo) e de orientar sobre os aspectos que devem ser considerados na sua elaboração. No total, participaram 44 alunos de graduação e pós-graduação. Os resultados possibilitaram a identificação das dúvidas dos discentes em relação ao tema abordado assim como à classificação de resumos em simples ou expandido, a forma como se elabora um problema de pesquisa e à metodologia. Essas dificuldades revelam lacunas na formação desses indivíduos, que suscitam questões sobre quais tópicos têm sido trabalhados nas disciplinas de metodologia da pesquisa, se e de que forma os grupos de pesquisa têm abordado esse tema ou ainda se acadêmicos de Iniciação Científica, mestrandos e doutorandos têm recebido instruções básicas de seus orientadores para a escrita científica. Conclui-se que as universidades poderiam ampliar os espaços para que esse tipo de conhecimento seja construído por meio da manutenção de oportunidades tradicionais e da criação de ações inovadoras, como é o exemplo dessa oficina...

This study describes an experience with workshops on the elaboration of scientific work with college students from a university in Rio Grande do Sul. Three workshops were held in order to characterize different types of scientific work (abstract, extended abstract, short paper and full paper) and to explain some aspects that must be considered when writing these works. Forty four undergraduate and postgraduate students took part in the workshops. Procedures and tools used in the meetings were described. Results enabled the identification of students' questions regarding the subject, such as the classification of an abstract, the development of a research problem, and questions regarding methodology. These difficulties reveal fragilities of the background of these students, raising questions about what issues have been studied in research methodology courses, whether and how research groups have approached this subject, and/or if undergraduate research, master's and doctoral students have received basic instructions from their advisors for scientific writing. We conclude that the universities may widen activities so that this kind of knowledge can be built through the maintenance of traditional opportunities and the proposal of innovative actions, such as this workshop...

Este estudio describe una experiencia de talleres de elaboración de trabajos científicos, realizados con estudiantes universitarios de una universidad pública de Río Grande del Sur. Fueron realizados tres encuentros con el objetivo de caracterizar las diversas modalidades de trabajos científicos (resumen simple, resumen expandido, trabajo completo y artículo), y guiar sobre los aspectos que deben ser considerados en la elaboración de los mismos. Al total, participaron 44 alumnos de posgrado. Fueron descritos los procedimientos y las herramientas utilizadas. Los resultados posibilitaron la identificación de las dudas de los dicentes respecto al tema abordado, como clasificación de resúmenes simple o expandido, de cual manera se construye un problema de investigación y dudas sobre metodología. Esas dificultades demuestran huecos en la formación de esos individuos, que evocan cuestiones sobre cuales los temas han sido trabajados en las asignaturas de metodología de investigación, si y de qué manera los Grupos de Investigación han enfocado ese tema o todavía si académicos de Iniciación Científica, estudiantes de maestría y doctorado han recibido instrucciones básicas de sus tutores para la escrita científica. Se concluye que las universidades podrían expandir los espacios para que ese tipo de conocimiento sea construido por medio de la manutención de oportunidades tradicionales y de la creación de acciones innovadoras, así como el ejemplo de este taller...

The Role of Morphosyntactic Awareness in Conventional Lexical Segmentation / O Papel da Consciência Morfossintática na Segmentação Lexical Convencional / El Papel de la Consciencia Morfosintactica en la Segmentacion Lexical Convencional

Starting with the alphabetic stage of writing acquisition, the learner struggles with issues related to spelling, including the segmentation of writing in graphic words. This study examined the conventional segmentation of words and its relation to morphosyntactic awareness in a sample of students in the 4th and 5th years of elementary education in public schools. Results reveal a discrepancy between the oral identification of words and performance in the segmentation of writing, with three criteria being used by students to define “word”: (1st) full meaning; (2nd) sequence of letters, not only one or two; (3rd) frequency of word use. Statistical analyses revealed significant positive correlations between conventional segmentation and morphosyntactic awareness. It is inferred that morphosyntactic skills support the establishment of the conventional notion of the word, and it is suggested that teachers promote the development of these skills, in order to ensure a greater command of the written language.

A partir do estágio alfabético de aquisição da escrita o aprendiz precisa enfrentar questões relativas à ortografia, entre elas a segmentação do escrito em palavras gráficas. O objetivo deste estudo foi investigar a segmentação convencional de palavras e sua relação com a consciência morfossintática em uma amostra de alunos de 4º e 5º anos do ensino fundamental de escolas públicas. Os resultados revelaram uma discrepância entre a identificação oral de palavras e o desempenho na segmentação da escrita, sendo três os critérios utilizados pelos alunos para definição de “palavra”: 1º) sentido pleno; 2º) sequência de letras e não apenas uma ou duas; 3º) frequência de utilização do vocábulo. Análises estatísticas mostraram correlações positivas e significativas entre segmentação convencional e consciência morfossintática. Infere-se que as habilidades morfossintáticas favorecem o estabelecimento da noção convencional de palavra e sugere-se que os professores promovam o desenvolvimento dessas habilidades para garantir aos alunos maior domínio na linguagem escrita.

Desde la etapa alfabética de adquisición de la escritura, el aprendiz necesita enfrentar cuestiones relativas a la ortografía, entre ellas la segmentación de la escritura en palabras gráficas. Se investigó la segmentación convencional de palabras y su relación con la consciencia morfosintáctica en una muestra de alumnos de 4º y 5º año de la enseñanza primaria de escuelas públicas. Los resultados revelaron discrepancia entre la identificación oral de palabras y el desempeño en la segmentación de la escritura. Los alumnos utilizaron tres criterios para la definición de “palabra”: 1º) sentido pleno; 2º) secuencia de letras, no sólo una o dos; 3º) frecuencia de utilización del vocablo. Análisis estadísticos mostraron correlaciones positivas y significativas entre segmentación convencional y conciencia morfosintáctica. Se infiere que las habilidades morfosintácticas favorecen la noción convencional de palabra y se sugiere que los profesores promuevan el desarrollo de esas habilidades, garantizando mayor dominio del lenguaje escrito.

Resolução da situação-problema e desfecho em histórias de crianças de 7 e 9 Anos / Resolution of the problem-situation and outcome in stories for children at 7 and 9 years / Resolución de la situación-problema y cierre en historias para niños con edad entre 07 y 09 años

O objetivo deste trabalho foi analisar a influência da situação de produção de textos narrativos, elaborados por crianças de 7 e 9 anos, em uma perspectiva psicogenética. Participaram deste estudo 23 alunos da primeira série e 50 da terceira. Após a escrita de uma história em situação livre, foram realizadas três sessões individuais com atividades de consciência metatextual, a saber: na sessão 1, apresentaram-se histórias curtas com suas partes constituintes marcadas em cores diferentes; na sessão seguinte, montou-se um quebra-cabeça em analogia às partes de uma história. Finalmente, houve a montagem de um baralho de história, e depois escreveu-se outra história em situação livre. Foi feita a comparação dos níveis da narrativa e características, da resolução da situação-problema e do desfecho, antes e depois da intervenção. Entre o pré e o pós-teste, os resultados da primeira série sinalizaram o aparecimento de histórias e de desfechos mais elaborados. Na terceira série, também houve aumento do número de histórias mais elaboradas, bem como da característica resolução da situação-problema, que se mostrou mais explicada. Conclui-se que as sessões de consciência metatextual aumentaram as habilidades de escrita das histórias, especialmente na terceira série, sendo mais apreciáveis nas características do que nos níveis das narrativas...

The aim of this study was to analyse the production of narrative texts drew up by children aged 7 to 9. Twenty three students from the first grade and fifty from the third grade participated in this study. After writing a free story, three individual sections on metatextual consciousness activities were performed: in the first section, short stories marked with different colours were presented; on the next section, a puzzle game was assembled in analogy to the parts of a story, finally, there was an assembly of a pack of cards of a story. Later, a free story was written. A comparison of the levels of narrative and characteristics was made, as well as of the resolution of the problem and of the outcome before and after the intervention. Between the pre and the post test, the results of the first grade indicated the appearance of more elaborated stories. On the third grade there was an increase on the number of elaborated stories and the characteristics of the problems were also more detailed. We can conclude that these metatextual sections increased the abilities in writing stories, especially in the third grade, being more appreciated by the characteristics than by the levels of narrative...

El objetivo de este trabajo ha sido analizar la influencia de la situación de producción de textos narrativos, elaborados por niños con edad entre 07 y 09 años, en una perspectiva psicogenética. Han participado de este estudio 23 alumnos del primer grado y 50 del tercer grado. Luego de la escrita de una historia en situación libre, han sido llevadas a cabo tres sesiones individuales con actividades de conciencia meta-textual, descriptas a continuación: en la sesión 01, se han presentado historias cortas con sus partes constituyentes realzadas en colores distintos; en la sesión siguiente, se ha montado un rompecabezas en analogía a las partes de una historia. Finalmente, se ha hecho el montaje de una baraja de historia, y luego se ha escrito otra historia en situación libre. Se ha hecho una comparación de los niveles de la narrativa y características, de la resolución de la situación-problema y del cierre, antes y después de la intervención. Entre el pre-teste y el pos-teste, los resultados del primer grado han señalado el aparecimiento de historias y de cierres más elaborados. Asimismo, en el tercer grado ha habido un aumento del número de historias más elaboradas, así como de la característica resolución de la situación-problema, que se ha mostrado más explicada. Se concluye que las sesiones de conciencia meta-textual han aumentado las habilidades de escrita de las historias, especialmente en el tercer grado, y son más apreciables en las características que en los niveles de las narrativas...

Desarrollo de la lectoescritura: adquisición y dominio / Development of reading/writing skills: acquisition and dominion

El presente trabajo analiza el desarrollo de la lecto-escritura, precisando dos fases: la adquisición y el dominio. En la primera fase, presenta los diferentes niveles conceptuales que desarrolla el niño, desde edades tempranas, en su intento por comprender el lenguaje escrito. Describe el papel de los gestos, el garabato, el dibujo y el juego, como las primeras construcciones con características simbólicas. Las conceptualizaciones del niño sobre el sistema de escritura corresponden a las hipótesis del nombre, de cantidad, de variedad y silábica, las cuales evidencian la construcción del conocimiento. Concreta en la adquisición, la conciencia fonológica, sintáctica y semántica. En la segunda fase, de dominio, se presentan una serie de procesos (perceptivos, léxicos, sintácticos, semánticos) y estrategias (metacognitivas, inferenciales, etc.) que determinan el nivel de literacia o dominio del sistema de escritura. Este estudio concreta que el desarrollo del lenguaje escrito inicia con la prehistoria conceptual de los gestos, garabatos, etc., continúa con la adquisición formal de la lecto-escritura, y finaliza con el dominio para comprender y producir textos escritos. El dominio de los procesos lingüísticos, cognitivos, metacognitivos, conceptuales, etc., está determinado por el nivel de manejo consciente de estos procesos.

This work analyzes the development of reading/writing skills, specifying two phases: acquisition and dominion. In the first phase, it shows the different conceptual levels developed by the child, from early ages, in his attempt for understand the written language. It describes the paper of gestures, scribbles, drawings and games, as the first constructions with symbolic characteristics. Conceptualization of the child, on the writing system, corresponds to the hypotheses of the name, amount, variety, and syllabics, all of which evidence the construction of knowledge. It makes concrete the acquisition of phonologic, syntactic and semantic awareness. In the second phase, the dominion one, it appears a series of processes (perceptive, lexical, syntactic, and semantic) and strategies (metacognitive, inferential, etc.) determining the level of literacy or dominion of the writing system. This study states that development of the written language initiates with the conceptual prehistory of the gestures, scribbles, etc., it continues with the formal acquisition of the reading/writing skills, and it finalizes with the dominion to comprehend and produce written texts. The dominion of linguistic, cognitive, metacognitive, conceptual, and other processes is determined by the level of awareness of these processes.

Abstract Writing Skills of Medical English Research Papers / 中华医学教育探索杂志

Academic English abstract is an important means of achieving international academic exchange.This article introduces writing content and writing skills for medical academic English abstract.

Assessing and Subtypes of Writing in Chinese School Children / 中国心理卫生杂志

Objective: To develop tools for assessing writing skills in Chinese children and classifying its subtypes. Methods: Using tasks of character copy, free writing according to pictures, shape copy and writing to dictation, 65 children with writing difficulties reported by their parents were investigated.Results: the inter rater reliability of character copy, free writing, and shape copy were high. Children could be classified into four subtypes based on character copy and free writing.Conclusion:Character writing skill and written expression are two factors for assessing Chinese writing. Patterns between subtypes at these two tasks are different.