ON THE DEVELOPMENT OF TEXTUAL COMPETENCE IN PRIMARY EDUCATION

dc.creator	ADRIANA CARDOSO
dc.creator	SUSANA PEREIRA
dc.creator	ENCARNAÇÃO SILVA
dc.creator	OTÍLIA SOUSA
dc.date	2009-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:22:45Z
dc.date.available	2015-07-20T22:22:45Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/b76b08c16ab44bdda97b20f87df91381
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/20780
dc.description	The aim of this article is to present the results of an action research project, which has beenput into practice in Primary Education. This project was intended to develop students’ textual competence,considering both comprehension and textual production. Our starting hypothesis was that teachingthe schematisation of text types, focusing on linguistic devices that underlie text production, would promotethe development of textual competence, leading to the production of more coherent and cohesivetexts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention,we collected texts produced by the students. Secondly, we implemented a didactic program designedto develop students’ textual competence. Lastly, after the intervention, we collected students’ textsonce again. Data was analyzed according to categories that confer cohesion and coherence to differenttypes of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building anautonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicatethat students developed their text conceptualisations, their understanding of the different structures oftexts, and produced better writing. Indeed, their written work shows a marked progression from the beginningof the intervention program to the end of the program
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=306
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 9, Iss 4, Pp 63-86 (2009)
dc.subject	text types
dc.subject	narrative
dc.subject	descriptive
dc.subject	and explanatory texts
dc.subject	textual competence
dc.subject	Portugal
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	ON THE DEVELOPMENT OF TEXTUAL COMPETENCE IN PRIMARY EDUCATION
dc.type	article