Banca de DEFESA: MARIA ELIZABETH JOB DE VASCONCELOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA ELIZABETH JOB DE VASCONCELOS
DATE: 24/03/2026
TIME: 10:00
LOCAL: Plataforma Google Meet
TITLE:

DEVELOPMENT OF A WRITING ASSESSMENT TOOL FOR CHILDREN AND ADOLESCENTS

KEY WORDS:

Writing, Validation, Written language, Assessment instruments.

PAGES: 101
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Writing is a complex skill that involves the integration of cognitive, linguistic,
motor, and social aspects. It develops progressively throughout childhood, with complete maturation
in adolescence. It involves different domains, such as handwriting, spelling, and text production.
Considering the social and academic impact that difficulties in the writing acquisition process can
generate, this skill has been widely studied by different fields of activity, with the aim of
understanding its development and improving forms of assessment and intervention. Objective: To
develop and verify the content validity of a writing assessment instrument for children and
adolescents, applicable in clinical and educational contexts. Methodology: This dissertation was
divided into two articles, the first of which is a scoping review guided by the principles of the Joanna
Briggs Institute (JBI) and following the guidelines of the Preferred Reporting Items for Systematic
Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), with the objective of
mapping writing assessment instruments for children and adolescents in clinical and/or educational
contexts. The search was conducted in the databases Education Resources Information Center (ERIC),
Embase, Latin American and Caribbean Literature in Health Sciences (LILACS), PsycINFO,
PubMed/Medline, Scopus, and Web of Science, and in the grey literature source “Google Scholar”.
The second article aimed to develop a writing assessment instrument based on the data collected in
study 1, encompassing different domains, based on the gaps identified in the literature. Results: In
article 1, the search conducted in the seven databases and in the grey literature resulted in 12,477
records. After removing duplicates, 7,826 studies proceeded to title and abstract screening, conducted
by four reviewers in a blind and independent manner on the Rayyan® platform. In this stage, 6,415
records that did not meet the eligibility criteria were excluded. After eliminating 4,223 duplicates in Zotero®, 8,254 articles remained. Next, a new duplicate check was performed in Rayyan®, resulting
in the elimination of 428 articles, totaling 7826 studies for the title and abstract screening phase. In
this stage, 6976 studies were eliminated for not meeting the eligibility criteria. 850 studies were evaluated in the full reading, with 775 being excluded. In the end, 75 studies were included in the scoping review. In article 2, spelling and writing skills were developed based on schooling, considering the crucial developmental phases of writing, from the 1st to the 9th grade of elementary school. Conclusion: The results of article 1 revealed the main gaps in the writing assessment instruments currently available in the literature, highlighting the need for more comprehensive and validated protocols. Based on this evidence, an instrument grounded in theoretical and scientific bases was developed, capable of comprehensively assessing the different domains of writing in different phases of child and adolescent development. The findings of both studies should contribute to improving writing assessment practices and to the development of more precise diagnostic and intervention strategies.

 

 

COMMITTEE MEMBERS:
Externo à Instituição - ALEXANDRE LUCAS DE ARAÚJO BARBOSA - UFRR
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - TAÍS DE LIMA FERREIRA MATTAR - UNICAMP