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ON THE DEVELOPMENT OF TEXTUAL COMPETENCE IN PRIMARY EDUCATION

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Author(s): ADRIANA CARDOSO | SUSANA PEREIRA | ENCARNAÇÃO SILVA | OTÍLIA SOUSA

Journal: L1 Educational Studies in Language and Literature
ISSN 1567-6617

Volume: 9;
Issue: 4;
Start page: 63;
Date: 2009;
Original page

Keywords: text types | narrative | descriptive | and explanatory texts | textual competence | Portugal

ABSTRACT
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
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