Resumen de Género y habilidades de escritura: un estudio comparativo en estudiantes de tercer grado de básica primaria en Colombia
Marbel Gravini Donado, Heidy Milena Borja Vargas, Muriel Carolina Barrios Fontalvo
Writing allows us to represent oral language by means of graphic signs and is a fundamental competence for learning. It is in primary education where the basis for its development is formed. Therefore, it is essential to promote it from childhood. The study considers it relevant to establish the differences that may exist in relation to writing as a function of gender in a Colombian sample. For this purpose, 396 3rd grade students were evaluated with the Child Neuropsychological Evaluation scale, which comprises a writing test made up of subtests or domains of speed, accuracy and narrative composition to evaluate writing. The performance of 167 boys and 139 girls, aged between 8 and 15 years, was compared using SPSS statistical software, finding significant differences in speed and narrative composition, showing a better performance in girls, especially in text copying and narrative production. There were no significant differences in accuracy, but girls stood out in the word dictation task. This study highlights gender variations in writing, with superior performance in girls. The gender differences detected should lead to an analysis and review of writing assessment tests in order to identify possible gender barriers, as well as the design of intervention strategies that address the specific needs of boys and girls
