Invented spelling intervention programmes
Comparing explicit and implicit instructions
Bibliographic Data
| ID | 14825631 |
|---|---|
| Authors | Tiago Almeida (0000-0002-3557-0623, Instituto Politécnico de Lisboa, corresponding author), Cristina Silva (0000-0002-8157-5791), Ana Cristina Silva (0000-0002-0345-0432), João Rosa (0000-0003-3191-1168, Instituto Politécnico de Lisboa) |
| Year | 2021 |
| Volume | 39 |
| Issue | 2 |
| Pages | 229-245 |
| Publication date | 2021-11-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Análise Psicológica (JOURNAL) |
| Journal identifiers | ISSN: 0870-8231 • E-ISSN: 1646-6020 |
| Publisher | ISPA - Instituto Universitario (PUBLISHER) |
| DOI | 10.14417/ap.1848 |
| OpenAlex | W3217243604 |
| Language | EN |
| References cited | 8 |
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
Linguistics · Mathematics education · Spelling · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development · Writing and Handwriting Education · Artificial Intelligence
Pre-School Children's Knowledge of English Phonology
Social and Cognitive Correlates of Children’s Lying Behavior
Why Minimal Guidance During Instruction Does Not Work
Escrita inventada no jardim-de-infância
Invented Spelling Ability and Printed Word Learning in Kindergarten
Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1
Use of consonant letter names in beginning spelling
O conhecimento do nome das letras e o desenvolvimento da escrita
| Highly cited | No |
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