Browsing by Author "Salvador, Liliana"
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- From spelling to reading: An intervention program with children at risk of reading failurePublication . Salvador, Liliana; Martins, Margarida AlvesThis study aimed to assess the impact of an interactive spelling program on reading acquisition of children at risk of developing reading difficulties as well as to assess its effect on spelling and phonemic awareness. From an initial pool of 144 first-grade children attending four Portuguese primary schools, 53 children with low performances in letter knowledge and phonemic awareness tasks, and considered by their teachers to be at risk of developing reading difficulties, were selected. These children were randomly assigned to three groups: an experimental group that underwent an interactive spelling program, a comparison group that underwent a phonological awareness program, and a control group that underwent a copying program. The programs, conducted in pairs, comprised 12 sessions lasting 20 to 30 min twice a week. The pretest and posttest included word reading, word spelling, and phonemic awareness assessments. Data analysis showed that the spelling group significantly outperformed the other groups across all measures except in the phonemic awareness task, where there were no differences with the phonological group. The word copying group consistently yielded the lowest results. Unlike the other two groups, the posttest results of the experimental group also reached the class average in word reading. For ethical reasons, after the final assessments the control group underwent a version of the interactive spelling program. This study suggests that spelling activities can contribute significantly to reading acquisition and can serve as a valuable pedagogical tool to proactively address challenges in learning to read.
- Práticas de literacia em jardim-de-infância em Portugal : o que dizem os educadoresPublication . Martins, Margarida Alves; Albuquerque, Ana; Almeida, Tiago; Silva, Ana Cristina; Salvador, Liliana; Rato, Leonor MoreiraA organização de um ambiente pedagógico onde as crianças possam utilizar a riqueza comunicativa da linguagem escrita nas suas diversas modalidades, é fundamental para diminuir as desigualdades sociais e para que todas as crianças possam aceder com sucesso à escrita e à leitura no 1º ciclo. É neste contexto que se torna importante monitorizar as práticas desenvolvidas nos jardins-de-infância e refletir acerca da sua regularidade e intencionalidade. O objetivo deste estudo, visa perceber de que forma os educadores organizam e gerem o ambiente educativo e a rotina diária, de que forma trabalham a linguagem e a consciência linguística, como são contadas e lidas histórias e quais as estratégias que são usadas para ajudar a ler e a escrever.
- “To give someone a fish or teach them how to fish?”: effects of a self-reflection tool on orthographic performance in Portuguese childrenPublication . Silva, Ana Cristina; Peixoto, Francisco; Salvador, LilianaOur aim was to assess the effect of a self-correction spelling tool based on orthographic revision procedures on third-grade children’s orthographic performance. This tool consisted of grids displaying explicit contextual, phonological and morphological rules. Participants were 70 third-grade students, randomly assigned to an experimental (N = 35) and control group (N = 35). A pretest and post-test were performed a week before the training programme and two weeks after the end of it, consisting of a 76-word spelling test that referred to contextual (32 words), phonological (32 words) and morphological (12 words) rules. The experimental training programme was carried out with children in class and consisted of nine sessions in which children had to spell words dictated by an adult, who then underlined their misspellings with a specific colour (a different colour was assigned to each rule) and asked them to self-correct the misspellings using the grid. None of the words present in the pre- and post-test were used in the training programme. The same words were used in the control group, but instead of self-correcting the misspellings, children were shown the correct spelling and had to copy it three times. The post-test results showed that the experimental group decreased significantly the number of misspellings when compared with the control group, with statistically significant differences for each rule. Nevertheless, the morphological misspellings, after the intervention, were superior to the other types of misspellings. These results show the importance of inducing self-correction spelling strategies in educational contexts.