Identification and classification of writing errors in students with the worst and best performance in writing, in Elementary School.

• Grant number: 23/02110-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: May 01, 2023
• End date: December 31, 2023
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Clara Regina Brandão de Avila
• Grantee: Luana Pereira Conde Rafael
• Host Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil

Abstract

Purpose: To investigate and describe the type and frequency of errors occurrence in word dictation of Brazilian scholars, of worst to best performance in writing, throughout the years of elementary school, to allow the identification of an error profile suggestive of risk for writing learning disorder. Method: This will be a retrospective study that will analyze writing samples - in word dictation - of 278 boys and girls regularly registered from 2° to 5° year of elementary school in public and private systems of Sao Paulo city The initial analysis will allow the definition of the two groups, best or worse scholar performance (in TDE II - writing subtest). The writing samples of each group will be analyzed, according to the type and frequency of the existing writing errors, per school year. The statistical tests (analysis of distribution of the samples, ANOVA) allow to compare the performance of the groups according to the scholar year, the type and frequency of existing writing errors, and the errors type frequency to differentiate the groups (ROC curve). Results: It is expected that this Project could highlight the writing learning capacity profiles of Brazilian scholars and compare them to the proposed ideals of BNCC (Brazil, 2018). The description of error type will contribute to its characterization, per school year. The description, according to the performance level (G1 = medium to much superior; G2 = inferior medium to severe deficit) and the calculation of frequency of errors per school year and group, could be a parameter to identify the risk for learning disorders, such as dyslexia and dysorthography, since it will contribute to the determination of each year's typical performance.