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Utilize este identificador para citar ou criar um link para este item: http://acervodigital.unesp.br/handle/11449/115501
Título: 
Effects of a metatextual intervention program in developing written narratives of students with learning difficulties
Autor(es): 
Instituição: 
  • Universidade Estadual do Centro-Oeste (UNICENTRO)
  • Universidade Estadual Paulista (UNESP)
ISSN: 
2277-0984
Resumo: 
This study aimed to verify the effects of a metatextual intervention program, in the elaboration of stories written by students with learning difficulties. Four students were included in the sample of both genders, with ages ranging between eight years and four months and ten years and two months of age. The program was implemented at the participant schools, using an approach of multiple baseline within-subjects, with two conditions: baseline and intervention. Data analysis was based on the classification of stories produced by the students. Mann-Whitney testing was also applied, to analyze whether there have been significant changes in these productions. The results indicated that all students have improved performance in relation to the categories of produced stories, from elementary schemas (33%), for a more elaborate scheme (77%), with a better structuring of the elements that constitute a story. Statistical analysis also showed that the intervention has produced significant results for all variables analyzed. The data obtained have shown that the program was effective.
Data de publicação: 
2012
Citação: 
Universal Journal of Education and General Studies, v. 1, n. 4, p. 103-112, 2012.
Duração: 
103-112
Palavras-chaves: 
  • Multiple Baseline Design
  • Learning Difficulties
  • Writing Narratives
  • Metatextual Intervention
Fonte: 
http://www.universalresearchjournals.org/ujegs/abstracts/2012/April/Oliveira%20and%20Braga.htm
Endereço permanente: 
Direitos de acesso: 
Acesso aberto
Tipo: 
outro
Fonte completa:
http://repositorio.unesp.br/handle/11449/115501
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