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Peer Interactions in Academic Contexts for Adolescents with Disabilities ...
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: University of Virginia, 2022
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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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| 3 |
Multimedia Interventions for Neurodiversity: Leveraging Insights from Developmental Cognitive Neuroscience to Build an Innovative Practice
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In: Brain Sciences; Volume 12; Issue 2; Pages: 147 (2022)
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| 4 |
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 1; Pages: 494 (2022)
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| 5 |
Do psychological interventions reduce symptoms of depression for patients with bipolar I or II disorder? A meta-analysis
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| 6 |
Preventing Emotional Dysregulation: Acceptability and Preliminary Effectiveness of a DBT Skills Training Program for Adolescents in the Spanish School System
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| 7 |
Interventions based on board games to improve working memory, executive functions, and other cognitive processes related across lifespan
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In: TDX (Tesis Doctorals en Xarxa) (2022)
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| 8 |
Refugee Mothers’ Mental Health and Social Support Needs: A Systematic Review of Interventions for Refugee Mothers ...
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| 9 |
Die «Narrative Recherche» im kommunalen Kontext : eine diskursanalytische Case Study ...
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| 10 |
Feasibility, acceptability, and efficacy of a dialectical behavioral therapy digital health solution in the CAMH Rainbow/COMPASS Service. ...
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| 11 |
Evaluating the Effectiveness of an E-Mental Health Intervention for People Living in Lebanon: Protocol for Two Randomized Controlled Trials ...
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| 12 |
Search Strategy for Psychosocial Interventions for Aphasia: A Scoping Review
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| 13 |
Intervention Fidelity Focusing on Interaction between Participants and Facilitators in a Telephone-Delivered Health Coaching Intervention for the Prevention and Management of Type 2 Diabetes
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In: Nutrients ; Volume 13 ; Issue 11 (2021)
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| 14 |
Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors
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In: Georgia Educational Research Association Conference (2021)
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| 15 |
Exploring the Impact of Animal-Assisted Therapy on Children’s Literacy Skills in Speech-Language Interventions
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In: Honors College Theses (2021)
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| 16 |
Morphological Interventions Delivered by SLPs and Educators for Kindergarten to Grade 3 Students: A Scoping Review Protocol ...
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| 17 |
Test-Driving Interventions for Teachers: A Proactive Method for Improving Treatment Integrity
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In: Dissertations (2021)
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| 18 |
Evidence for implementation of interventions to promote mental health in the workplace : a systematic scoping review protocol
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| 19 |
Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System
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| 20 |
Evidence for implementation of interventions to promote mental health in the workplace: a systematic scoping review protocol
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