¿Se encuentran los escolares que reciben apoyo educativo en situación de mayor riesgo de presentar dificultades de aprendizaje en la escritura?

  1. Gil, Verónica
  2. Morales, Celia
  3. González, Desiree
  4. Suárez, Natalia
  5. Jiménez, Juan E.
Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2014

Título del ejemplar: Dificultades Educativas

Volumen: 3

Número: 1

Páginas: 129-136

Tipo: Artículo

DOI: 10.17060/IJODAEP.2014.N1.V3.489 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

Nowadays, writing is considered as a complex cognitive process in which several factors are involved that lead to a right writing use in adult age. This process is set up by different sub-processes, between which we can highlight transcription. The transcription skill takes a relevant place in writing acquisition, being of a special importance in the school beginning. If children are imprecise and slow in the transcription process it can lead to a serious setback in to their composition ability and quality. Transcription has a significant effect into the global writing and the academic efficiency in school age even that is considered as a powerful predictor to identify children that are more likely to show severe deficit in the acquisition of writing skills. A discovery that strengthen the importance of identifying writing difficulties as soon as possible. It should be added that nowadays writing teaching at the beginning is focused almost, solely and exclusively, in the most formal text aspects, just like handwriting or legibility, excluding fluency instruction. The current study analyzes the differences in writing fluency and accuracy between children that receive educational support because of their backwardness in the education program and normally achieving children. For this purpose , we selected a sample of 181 normally achieving children and 181 children receiving educational support, belonging to Primary Education and whose ages are in 6 – 9 years old range. Obtained results show that children that receive educational support present a lack of writing fluency and accuracy, problems that without an appropriate instruction could lead in future writing difficulties.

Referencias bibliográficas

  • Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth, and eye. Topics in Language Disorders, 20 (4), 65-84.
  • Berninger, V. W., Abbott, R.D., Augsburger, A. & García, N. (2009). Comparison of pen and keyboard transcription modes in children with and without learning disabilities. Learning Disability Quarterly, 32, 123-141.
  • Berninger, V. W., Abbott, R.D, Jones, J., Wolf, B., Gould, L., Anderson-Youngstrom, M., Shimada, S. & Apel, K. (2006). Early development of language by hand: Composing, reading, listening and speaking connections; Three letter writing modes and fast mapping in spelling. Developmental Neuropsychology, 29 (1), 61-92.
  • Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and / or spelling problems: Research into Practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.). Handbook of learning disabilities (pp. 345-363). New York: The Guildford Press.
  • Berninger, V.W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8, 193-218.
  • Berninger, V.W., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11–25
  • Berninger, V., & Swanson, L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. Advances in Cognition and Educational Practice 2, 57-81.
  • Berninger, V. W., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing: An Interdisciplinary Journal, 4, 257-280.
  • Borzone, A.M. (2005). Lectura y escritura. Enseñanza de la lengua escrita en los primeros años [Reading and written. Teaching of writing language in the first years of school]. Trabajo presentado en el IX Congreso Internacional de la Sociedad Española de Didáctica de la Lengua y la Literatura. La Rioja, España.
  • Borzone, A. M. & Diuk, B. (2003). La escritura de textos en niños pequeños: Conocimiento ortográfico y producción textual [Text´s writing of Little children. Orthographic Knowledge and text production]. Cultura y Educación, 15, 17-27.
  • Bos, C. S., & Vaughn, S. (2006). Strategies for teaching students wih learning and behavior problems. Boston: Allyn and Bacon.
  • Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A metaanalysis. The Elementary School Journal, 101, 251-272.
  • Graham, S. (1986). The reliability, validity, and utility of three handwriting measurement procedures. Journal of Educational Research, 79, 373-380.
  • Graham, S. (1990). The role of production factors in learning disabled students’ compositions. Journal of Educational Psychology, 82(4), 781-791. doi:10.1037/0022-0663.82.4.781.
  • Graham, S. (1999 a). The role of Text Production Skills in Writing Development. Learning Disability Quarterly, 22(2), 75-77.
  • Graham, S. (1999 b). Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review: Learning Disabilities Quarterly, 22(2), 78-98.
  • Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3-12.
  • Graham, S. & Harris, K. (2005). Writing better. Effective strategies for teaching students with learning difficulties. Baltimore: Paul H. Brookes.
  • Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects. Educational Psychology Review, 8(1), 7-87.
  • Hayes, J. & Flower, L. (1980). Identifying the organization of writing processes. En L. W. Gregg & E.R. Steinnberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
  • Jiménez J.E. (2012). Early Grade Writing Asssessment (EGWA): A report and a model instrument. París: United Nations, Educational Scientific and Cultural Organization. Manuscrito sin publicar.
  • Jones, D., & Christensen, C. A. (1999). Relationship between automaticity in handwriting and students’ ability to generate written text. Journal of Educational Psychology, 91(1), 44-49. doi:10.1037/0022-0663.91.1.44.
  • Mc Cutchen, D. (1996). A capacity of writing: Working memory in composition. Educational Psychilogy Review, 8, 299-325.
  • Merrell, K. (1996). Social-Emotional Assessment in Early Childhood: The Preschool and Kindergarten Behavior Scales. JEI, 20, 2. 132 - 145.
  • Parush, S., Lifshitz, N., Yochman, A., & Weintraub, N. (2010). Relationships between handwriting components and underlying perceptual-motor functions among students during copying and dictation tasks. OYJR: Occupation, Participation and health, 30, 39-48. doi: 10.3928/15394492-20091214-06.
  • Rubin, N., & Henderson, S. E. (1982). Two sides of the same coin: Variations in teaching methods and failure to learn to write. Special Education: Forward Trends, 9(4), 7-24.
  • Salvador, F. (2005). Procesos cognitivos en la expresión escrita: modelos teóricos e investigación empírica. En F. Salvador (ed.), La expresión escrita de alumnos con necesidades educativas especiales: procesos cognitivos (pp.15-43). Málaga: Ediciones Aljibe, S.L.
  • Sassoon, R. (1993). The art and science of handwriting. Oxford: Intellect.
  • Satz, P. y Fletcher, J. (1988). Early Identifications of Learning Disabled Children: An Old Problem, Revisited. Journal of Consulting and Clinical Psycology ,56, 824-829.
  • Sovik, N., & Arntzen, O. (1991). A developmental study of the relation between the movement patterns in letter combinations (words) and writing. In J. Wann, A. Wing, & N. Sovik (Eds.), Development of graphic skills: Research, perspectives and educational implications (pp. 77–89). London: Academic Press.
  • Troia, G. A. (2002). Teaching writing strategias to children with disabilities: Settig generalization as the goal. Exceptionality, 10, 249-269.
Fuente de los datos: Dialnet