Resumo

ZACHARIAS-CAROLINO, Aline Gasparini  e  OSTI, Andréia. Writing performance of students from final years of Elementary School. Rev. psicopedag. [online]. 2020, vol.37, n.114, pp. 314-326. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20200026.

This quantitative, qualitative and diagnostic work aimed to identify the errors with the highest incidence in the writing of Elementary School students, considered by the school team as children who have difficulties with their writing, thereby characterizing the errors evidenced, such as its frequency of occurrence. To this end, 24 students from the 3^rd, 4^th and 5^th years of Elementary School from public school participated in this research, with an average age of 9 years and 3 months. The instrument used was Dictation - Orthographic Observation, with an emphasis on writing words and phrases. The results indicate that the participating students presented writing difficulties related not only to the orthographic system, but also to the alphabetical writing system. Regarding the typology of the errors committed by them, the categories in which there were major changes were multiple representations, omissions of letters, generalization of rules and addition of letters. It is considered that the written language, as well as the spelling, needs a directed, systematic and reflective teaching, aiming to help students in the difficulties encountered during the construction of this complex knowledge.

Palavras-chave : Literacy; Writing; Teaching; Learning; School Performance.

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