Abstract
The acquisition of writing skills requires a whole academic lifetime, but students should already reach acceptable levels of proficiency in compulsory education. This research article examines the beginner, intermediate and advanced levels of writing skills in the Spanish educational system. It compares the development of knowledge and its associated difficulties in different school years by interviewing 40 students from the even years of primary and secondary education. This study follows the theoretical framework of Hayes and Flower (1980), as amended and restated by Hayes (1996). After classifying the students’ statements based on the theoretical model used, descriptive and correlational analyses were applied. They revealed an unexpected stagnation, depending on the level, with important educational implications. The first instance of stagnation is seen during the intermediate years of primary education; the second one is observed during subsequent years, which means the expected development does not take place. However, even with this limitation, the students showed a greater evolution in the development of writing competencies than in the overcoming of difficulties and deficiencies. Generally, the development in writing operations does not correlate with the overcoming of difficulties and shortcomings. We identified some expected correlations in isolated cases (the greater the skills, the smaller the difficulties), but surprisingly the opposite was also true (the greater the skills, the greater the difficulties). The educational implications are obvious and important. Not only should schools further develop the students’ writing patterns throughout the primary and secondary years in order to improve their writing skills, they should also work towards mitigating the common deficiencies and difficulties. Keywords: writing, basic education, progress, difficulties.
Highlights
Este é um artigo de acesso aberto, licenciado por Creative Commons Atribuição 4.0 Internacional (CC BY 4.0), sendo permitidas reprodução, adaptação e distribuição desde que o autor e a fonte originais sejam creditados
Se trabajó con una muestra de 40 alumnos de Educación Básica (50% varones y 50% mujeres) con edades comprendidas entre los 8 y los 18 años, que estaban escolarizados en 2o, 4o y 6o de Educación Primaria (EP), y 2o y 4o de Educación Secundaria Obligatoria (ESO)
La disminución de dificultades para trascribir sus textos progresa de manera más tímida como apuntan los datos de la Tabla 9, produciéndose el mayor progreso en tal superación a partir del 2o curso de EP a la par que cierto estancamiento en los siguientes
Summary
Se utilizó una metodología ex-post-facto en la que se describe una situación concreta (las habilidades escritoras del alumnado de Educación Básica) y se seleccionan valores para estimar relaciones entre las variables y hacer inferencias, a partir del manejo de métodos descriptivos y correlacionales. La muestra (Cfr. Tabla 1) incluyó 8 sujetos (4 alumnos y 4 alumnas) de cada uno de los cursos que se señalan y fue obtenida en 5 centros escolares de Granada capital entre el alumnado que presentaba un rendimiento escolar normal, a partir de un tipo de muestreo no probabilístico e intencional. Se optó por la entrevista semiestructurada, siguiendo un cuestionario-guía (Salvador, 2008) que ofrece pistas a los estudiantes sobre las operaciones o procesos que supuestamente se activan durante la composición de un texto para ayudarles a reflexionar y verbalizar lo que hacen, a fin de colegir los procesos ejecutivos de la escritura y sus posibles relaciones.
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