Ortographic difficulties in writing at a basic grade level

Authors

  • Maria Cristina Rodrigues Azevedo Joly Universidade São Francisco
  • Débora Pereira de Barros Universidade São Francisco
  • Janete Aparecida da Silva Marini Prefeitura do Município de Jundiaí

DOI:

https://doi.org/10.5380/psi.v13i2.9799

Keywords:

writing, academic achievement, evaluation

Abstract

This study aimed to identify the performance in children’s writing at a basic grade level. A written test was applied to 546 grade 2 or 3 boys and girls (aged 7 to 13) in public and private schools from the State of São Paulo. The results showed that the grade 3 participants presented a better performance than the grade 2 participants even though both groups have achieved the same maximum and minimum scores. It was confirmed that participants had more difficulty with words containing compound syllables, while words with aggregated consonants and digraphs were associated with the highest rate of correct answers. Furthermore, students from private school revealed more competence in orthographic writing than those coming from public schools. As to gender differences, there were no significant differences in performance for compound and complex syllables items though for other words, girls had better scores.

 

Keywords: writing; academic achievement; evaluation.

Author Biographies

Maria Cristina Rodrigues Azevedo Joly, Universidade São Francisco

Psicóloga; doutora em Psicologia Educacional e do Desenvolvimento Humano pela Universidade de São Paulo e docente na Graduação e Pós-Graduação stricto sensu em Psicologia da Universidade São Francisco.

Débora Pereira de Barros, Universidade São Francisco

Psicóloga; mestranda do Programa de Pós-Graduação stricto sensu da Universidade São Francisco; bolsista FAPESP.

Janete Aparecida da Silva Marini, Prefeitura do Município de Jundiaí

Pedagoga;  mestre em Avaliação Psicológica pela Universidade São Francisco e diretora de escola de Ensino Fundamental na rede municipal de Jundiaí.

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How to Cite

Joly, M. C. R. A., de Barros, D. P., & Marini, J. A. da S. (2009). Ortographic difficulties in writing at a basic grade level. Interação Em Psicologia, 13(2). https://doi.org/10.5380/psi.v13i2.9799

Issue

Vol. 13 No. 2 (2009)

Section

Articles

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