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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy [<Journal>] Limpo, Teresa [Verfasser]; Filipe, Marisa [Verfasser]; Magalhães, Sofia [Verfasser]. DNB Subject Category Language Show details 2 Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task Magalhães, Sofia; Mesquita, Ana; Filipe, Marisa; Veloso, Andreia; Castro, São Luís; Limpo, Teresa. - : Frontiers Media S.A., 2020 Abstract: There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to examine the association between misspellings in dictation and composing tasks; compare misspellings across grade, type, and task; and test the contribution of different misspellings produced in dictation and in composition to text quality. For that, 933 Portuguese pupils in Grade 2 (n = 297), Grade 4 (n = 302), and Grade 6 (n = 334) performed a spelling-to-dictation task and wrote an opinion essay. Misspellings were categorized into phonetically inaccurate, phonetically accurate, and stress mark errors. Results showed correlations between the same type of misspellings across tasks for phonetically inaccurate errors in Grades 2 and 4, and phonetically accurate errors in Grade 2. Moreover, pupils produced more misspellings in dictation than composing tasks, and there was a progressive decrease in phonetically inaccurate and phonetically accurate misspellings across schooling, though stress mark errors were more frequent in Grade 4 than in other grades. Finally, spelling errors predicted text quality, particularly in younger children. Overall, these findings are aligned with extant results on spelling development and support current voices claiming for fine-grained analyses of misspellings. As they may vary across grade and task, and impact text quality differently, a detailed approach to spelling errors can provide valuable information on the development of this skill. Keyword: Psychology URL: https://doi.org/10.3389/fpsyg.2020.00547 http://www.ncbi.nlm.nih.gov/pubmed/32292373 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7120319/ BASE Hide details 3 Executive functions and pragmatics in children with high-functioning autism [<Journal>] Filipe, Marisa G. [Verfasser]; Veloso, Andreia [Verfasser]; Frota, Sónia [Verfasser]. DNB Subject Category Language Show details 4 Executive Functions and Prosodic Abilities in Children With High-Functioning Autism Filipe, Marisa G.; Frota, Sónia; Vicente, Selene G.. - : Frontiers Media S.A., 2018 BASE Show details 5 Prosodic development in European Portuguese from childhood to adulthood Filipe, Marisa G.; Peppé, Sue; Frota, Sónia. - 2018 BASE Show details 6 Prosody in Portuguese Children with High Functioning Autism Filipe, Marisa; Frota, Sónia; Villagomez, Adrienne. - : John Benjamins Publishing, 2016 BASE Show details 7 Affective prosody in European Portuguese: Perceptual and acoustic characterization of one-word utterances Filipe, Marisa G.; Branco, Paulo; Frota, Sónia. - 2016 BASE Show details 8 Atypical Prosody in Asperger Syndrome: Perceptual and Acoustic Measurements Filipe, Marisa G.; Frota, Sónia; Castro, São Luís. - : SpringerOpen, 2016 BASE Show details

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