ABSTRACT
This research has as its main aim to describe writing strategies developed by firstgrade
students undergoing literacy acquisition in a public school in Fortaleza, Ceará.
It is based on psychogenetic and linguistic studies which deal with children’s writing
development (FERREIRO; TEBEROSKY, 1985; MOREIRA, 2009), on researches
whose focus were the association between didactic activities and writing learning
(ILHA; LARA, 2011; PICOLLI; CAMINI, 2012), as well as the influence of Phonology
on writing development (SIMÕES, 2006). This is a longitudinal action research with a
descriptive quali-quantitative analysis. Collected data consists of writing samples of
16 children who turned 7 in 2014. To collect the data, it was used a 4-word/sentence
test (FERREIRO; TEBEROSKY, 1985) and the analysis of all didactic materials
(pedagogical plans, textbooks and others) from the subjects. The data is composed
by 320 samples, 20 for each subject, four 4-words samples and 4 sentence samples.
Concerning to data analysis, we presented in percentage values the distribution of
identified writing strategies. Regarding qualitative analysis, it was applied the
linguistic categories proposed by Moreira (2009) to classify all writing strategies.
Based on this author, all writing strategies applied by students in the production of
the 4-word/sentence test have been compared and described. Furthermore, we
described didactic material and assessed if it is in consonance with writing strategies
applied by students. Results indicated that students vary the writing strategies used,
for both word and sentence productions. At the beginning, only one child was able to
use more than one writing strategy at the same time. As they developed their writing
skills, less variation was noticed. At the same time, we observed that some of the
didactic activities analyzed were adequate to students’ writing strategies/abilities.
Students were also able to apply linguistic and nonlinguistic resources on their
written productions.
Key-words: Pedagogic-didactic activities. Alphabetic literacy. Writing development.
