RELATIONSHIP BETWEEN PSYCHOLOGICAL PROCESSES OF WRITING AND THE LEVEL SOCIO-ECONOMIC IN STUDENTS OF CALLAO: DEVELOPMENT AND EVALUATION OF A COGNITIVE WRITING TEST.

• Autores: Velarde Consoli, Esther, Canales G, Ricardo, Meléndez J, Magali, Lingán H, Susana
• Formato: artículo
• Fecha de Publicación: 2014
• Institución: Universidad Nacional Mayor de San Marcos
• Repositorio: Revista UNMSM - Investigación Educativa
• Lenguaje: español
• OAI Identifier: oai:ojs.csi.unmsm:article/7639
• Enlace del recurso: https://revistasinvestigacion.unmsm.edu.pe/index.php/educa/article/view/7639
• Nivel de acceso: acceso abierto
• Materia: Psychological processes of writing; phonological route; visual path; text production.; Procesos psicológicos de la escritura; ruta fonológica; ruta visual; producción de textos.

The objective of this research was to meet the standard of performance of students from third to sixth grade of primary education in the constitutional province of Callao in the psychological processes of writing: lexical, syntactic and planning evaluated through testing that, within the framework of this investigation, we drew up, accept and apply in 804 students from third to sixth grade of four socio-economic levels (a-B); C, D and E) of the constitutional province of Callao. We find that the total sample noted difficulties in the performance of the write in all assessed processes, especially in the drafting of narrative texts and in the allocation of punctuation signs a given text. As regards the second objective of the research that was the find if there are differences in the tasks evaluated according to socioeconomic level are differences in processes lexicons all tasks less in the dictation of Pseudopalabras only at 3 ° 4 ° degree; syntactic processing in the task of sorting words and punctuation signs only in 5th grade and.Complete words only in 4th grade as to indirectly evaluated planning processes, significant differences were found in all tasks: writing histories, descriptive text and text narrative sequence and in all school grades assessed. A third objective was the development and validation of the EPRE test (test of evaluation of the processes of writing) which has own yardsticks in the town of study for each of the degrees with the end teachers, psychologists and specialists in learning disabilities can use as an instrument for evaluation and interpretation of performance writer.