Tradução e adaptação transcultural do Minnesota Handwriting Assessment para aplicação no Brasil

• Ano de defesa: 2014
• Autor(a) principal: Pasculli, Adriane Guzman [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Minnesota Handwriting Assessment; Project method in teaching; Metodo de projeto no ensino; Escrita; Alfabetização; Estudos de validação; Avaliação educacional - Brasil
• Link de acesso: http://hdl.handle.net/11449/110449

Writing is a typical hand human skill, which is essential for individuals to integrate and adapt to the social environment. It is a fairly complex skill that involves a combination of perceptual, motor, kinesthetic and cognitive components. The assessment of writing is one of the several challenges encountered by teachers in the literacy process. The present study aimed to validate and adapt transculturally, for the Brazilian context, the Minnesota Handwriting Assessment (MHA), an instrument developed by Judith Reisman and used in the United States of America. Participated in the study 448 children enrolled in the 2nd and 3rd school years from the public school system and two school teachers who served as examiners. The validation method proposed was the Cross-Cultural Adaptation and was applied for the validation only of the discrete D’Nealian style of handwriting. First, the equivalence of concepts, semantics and resulting idiomatic translation and retranslation of the MHA was done. Then, trustworthiness of this instrument for assessing the quality of the writing was verified. Next, children were asked to copy a sentence with all letters of the Brazilian alphabet. Finally, two teachers applied the adapted instrument for validation. The Intraclass Correlation Coefficient (ICC) for the trustworthiness test-retest was 0.92 for readability, 0.90 for form, 0.99 for alignment and 0.89 for spacing, being significant in all categories. With respect to reliability among evaluators, the ICC was 0.89 for readability, 0.99 for alignment, 0.98 for size, and 0.90 for spacing, reaching level of significance in these categories. The ICC 0,53 of form category did not reach level of significance what can be related to variability of the handwriting pattern of the Brazilian children. The cross-cultural adaptation proposed and the satisfactory results obtained from the validation of the discrete D’Nealian style of handwriting allow for the statement...