Writing of sentences for literacy: the role of syntactic awareness

Authors

  • Ana Paula Rigatti Scherer Faculdade Nossa Senhora de Fátima (Caxias-RS)
  • Vera Wannmacher Pereira Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.17058/signo.v38i0.4164

Abstract

This article deals with the importance of syntactic awareness in the writing of sentences for literacy. We investigated the 1st year students from three different schools: Group A, students entered in METRAMAR (TREVISAN, 2007), Group B, students who participated in the PECOS and Group C students who have not participated in the program or method. Were performed pre-and post-test of syntactic awareness and writing sentences. The results revealed that groups A and B showed better scores on syntactic awareness, but the writing of Group A showed better performance. It was concluded that it is necessary the systematic teaching of reading and writing sentences in literacy.

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Author Biographies

Ana Paula Rigatti Scherer, Faculdade Nossa Senhora de Fátima (Caxias-RS)

Fonoaudióloga, doutora em Letras, atua na área clínica e escolar da SME-Guaíba e é professora do curso de Fonoaudiologia da faculdade Nossa Senhora de Fátima (Caxias-RS)

Vera Wannmacher Pereira, Pontifícia Universidade Católica do Rio Grande do Sul

Doutora em Letras, professora titular da Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)

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Published

2013-03-18

How to Cite

Scherer, A. P. R., & Pereira, V. W. (2013). Writing of sentences for literacy: the role of syntactic awareness. Signo, 38, 44-60. https://doi.org/10.17058/signo.v38i0.4164

Issue

Vol. 38 (2013): Especial - A leitura sob um viés social e cognitivo

Section

Especial - A leitura sob um viés social e cognitivo

License

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