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Invented spelling intervention programmes: Comparing explicit and implicit instructions
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Abstract:
This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code. ; Este estudo tem como objetivo comparar a eficácia de dois programas de intervenção de escrita inventada, um com instrução explícita de correspondências grafo-fonéticas e outro baseado no questionamento e reflexão sobre as correspondências grafo-fonéticas (designadas como instruções implícitas). Noventa crianças em idade pré-escolar, cujas escritas inventadas não mobilizavam letras convencionais para representar os sons, foram distribuídas por três grupos, dois experimentais e um de controlo. Todos os grupos eram equivalentes na idade, inteligência, conhecimento de letras e consciência fonológica. Manipulámos o tipo de instruções (implícitas vs. explícitas) entre os pré e pós-testes nos dois grupos experimentais onde as crianças participaram num programa de intervenção de escrita inventada. As crianças que participaram no programa de intervenção implícita mostraram uma melhoria significativa no número de letras mobilizadas corretamente nas suas produções escritas e na consciência fonémica em comparação com as crianças dos grupos de controlo e com instrução explícita. As crianças do grupo de instrução explícita mostraram melhorias significativas relativamente às crianças do grupo de controlo. Estes resultados sugerem que o questionamento e a reflexão aplicados aos programas de escrita inventada parecem potenciar um conhecimento mais significativo sobre as relações entre o código oral e o escrito. ; Fundação para a Ciência e Tecnologia - FCT ; info:eu-repo/semantics/publishedVersion
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Keyword:
Escrita inventada; Explicit instruction; Implicit instruction; Instrução explícita; Instrução implícita; Interventions programmes; Invented spelling; Pré-escolar; Preschool children; Programas de intervenção
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URL: https://doi.org/10.14417/ap.1848
http://hdl.handle.net/10400.12/8511
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| 2 |
School Readiness in 4-Year-Old Very Preterm Children
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In: Children; Volume 9; Issue 3; Pages: 323 (2022)
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| 3 |
Relationship between Dental Occlusion and Maximum Tongue Pressure in Preschool Children Aged 4–6 Years
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In: Children; Volume 9; Issue 2; Pages: 141 (2022)
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| 4 |
Early Critical Thinking in a Mandarin-Speaking Child: An Exploratory Case Study
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In: Education Sciences; Volume 12; Issue 2; Pages: 126 (2022)
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| 5 |
Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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| 6 |
Международный опыт изучения нарративов у детей дошкольного возраста ... : International Experience in the Study of Narratives in Preschool Children ...
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| 7 |
Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language ...
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| 8 |
Czech Preschool Children’s Conceptions about Nature
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In: Sustainability ; Volume 13 ; Issue 19 (2021)
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| 9 |
Foreign Accent in Pre- and Primary School Heritage Bilinguals
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In: Languages ; 6 (2021), 2. - 96. - MDPI Publishing. - eISSN 2226-471X (2021)
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| 10 |
L’adquisició i el desenvolupament del procés lectoescriptor inicial en una classe d’educació infantil: anàlisi del coneixement de les lletres, la correspondència so-grafia i la consciència fonològica
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In: Mestre/a d'Educació Infantil + Mestre/a d'Educació Primària (2021)
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| 11 |
Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
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| 12 |
Portuguese Early Literacy Screening Tool- RaLEPE: A Pilot Study ; Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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Pereira Sapage, Sara; Cruz Santos, Anabela. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021
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| 13 |
Perspectives from different preschool staff on how COVID-19 changed how to support the language development of multilingual preschool children
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| 14 |
Portuguese early literacy screening tool- RaLEPE: A pilot study ; [es] Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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| 15 |
Tipo de erro e nível socioeconômico em tarefa de repetição de não palavras ; Type of error and socioeconomic status in non-word repetition task
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| 16 |
Multilinguism and Acquisition of Early Numeracy Skills in Preschool-Aged Children
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 17 |
Música e palavra no jardim-de-infância: aprendendo cantando histórias ; Music and word in kindergarten: learning by singing stories
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| 18 |
Development and validation of a probe word list to assess speech motor skills in children
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In: IHR Papers and Journal Articles (2021)
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| 19 |
Degrees of Bidirectional Naming Are Related to Derived Listener and Speaker Responses
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| 20 |
Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
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