Análise da escrita de escolares com e sem dificuldades no início da segunda etapa do ensino fundamental / Analysis of the writing of schoolers with and without written difficulties at 6th grade

OBJETIVO: Caracterizar as falhas na escrita de crianças do 6º ano, comparando grupos com e sem dificuldades. MÉTODOS: Participaram 30 crianças divididas em dois grupos: sem dificuldades de escrita (G1) e com dificuldades de escrita (G2). Foi proposta a elaboração de uma narrativa escrita e, então, foram analisados os critérios adotados em cada nível. No nível da palavra, o percentual de erros nos diversos tipos (regular, regra fonológica, regra morfossintática, irregular) em relação ao total de palavras do texto; no nível da frase, as falhas na pontuação (0 a 5), uso de letras maiúsculas (0 a 2), uso de elementos coesivos (0 a 3); no nível do texto, o número total de palavras e o nível da narrativa (1 a 5) RESULTADOS: Os parâmetros que mais diferenciaram os grupos participantes da pesquisa foram o número de erros em palavras regulares, com regras morfossintáticas, o uso de maiúsculas e elementos de coesão, assim como a quantidade de palavras e o grau de complexidade da narrativa. CONSIDERAÇÕES FINAIS: Verificou-se que o G1 obteve melhor desempenho na maioria dos critérios abordados e que o G2 apresentou desempenho significativamente pior, o que parece indicar que as caraterísticas da alteração na linguagem escrita podem trazer prejuízos significativos principalmente no âmbito escolar.

OBJECTIVE: To characterize failures in the writing of children of the 6th grade, comparing groups with and without writing difficulties. METHOD: Thirty children divided into two groups were included: without writing difficulties (G1) and with writing difficulties (G2). It was proposed the elaboration of a narrative and then it was analyzed the criteria adopted at each level: word level, phrase level and text level. At the word level, the percentage of errors in each kind of word (regular, phonological rule, morphological rule, irregular) regarding to the total words of the text; at phrase level, use of pontuation, use of capital letters, use of cohesive elements; at the text level, the total number of words and the level of the narrative (1 to 5). RESULTS: The parameters that most differentiated the participating groups at the research were the number of errors in regular words and morphosyntactic rules, the use of capital letters and elements of cohesion, as well as the amount of words and the complexity level of the narrative. CONCLUSION: It was verified that the G1 obtained better performance in most of the approached criteria and that the G2 presented a significantly worse performance, which seems to indicate that the characteristics of the alteration in the written language may bring significant losses mainly in the school environment.

The effect of written expression on perceived stress, anxiety and depression in patients with gynecologic malignant tumor during the stage of chemotherapy / 中国实用护理杂志

Objective To evaluate the effect of written expression on perceived stress,anxiety and depression in patients with gynecologic malignant tumor during chemotherapy. Methods From June 2016 to December 2016,90 chemotherapy patients with gynecologic malignant tumor were extracted from North China University of Science and Technology and divided into intervention group and control group by random digits table method,45 cases in each group.The control group received routine psychological intervention and while the intervention group received written expression lasting for 4 weeks in addition. Before and after the intervention,all patients were measured using the Chinese Version Perceived Stress Scale(CPSS), Self-Rating Anxiety Scale(SAS) and Self-Rating depression Scale(SDS). Results The intervention group showed a significant decrease in CPSS(32.12 ± 3.75) points, SAS(43.67 ± 5.23) points, SDS(46.18±4.37)points,compared with the control group(37.26±4.42),(50.88±3.15),(52.47±3.60)points, the difference was significant(t=-5.782,-7.667,-7.230,all P<0.05). Conclusions Written expression can effectively reduce perceived stress, anxiety and depression in patients with gynecologic malignant tumor undergoing chemotherapy.

Assessing and Subtypes of Writing in Chinese School Children / 中国心理卫生杂志

Objective: To develop tools for assessing writing skills in Chinese children and classifying its subtypes. Methods: Using tasks of character copy, free writing according to pictures, shape copy and writing to dictation, 65 children with writing difficulties reported by their parents were investigated.Results: the inter rater reliability of character copy, free writing, and shape copy were high. Children could be classified into four subtypes based on character copy and free writing.Conclusion:Character writing skill and written expression are two factors for assessing Chinese writing. Patterns between subtypes at these two tasks are different.