Loading...
6 results
Search Results
Now showing 1 - 6 of 6
- Invented spelling intervention programmes : comparing explicit and implicit instructionsPublication . Almeida, Tiago; Silva, C.; Rosa, JoãoAbstract: 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.
- Escritas inventadas no Jardim-de-Infância: comparando dois programas de intervençãoPublication . Almeida, Tiago; Silva, C.The aim of this study was to compare the effect of two training programs on invented spelling on the quality of written and reading productions. Participated 100 children who could not read or write, distributed by four experimental groups and one of control. Groups 1 and 2 had followed the methodology of Alves Martins, Albuquerque, Salvador e Silva (2013) and groups 3 and 4 the methodology of Ouellette, Sénéchal and Haley (2013). In groups 1 and 3 we used facilitator words whose initial syllable coincides with the name of the letter and in groups 2 and 4 facilitator words whose initial syllable coincides with the sound. Groups 1 and 2 had higher results than groups 3, 4 and control.
- Invented spelling intervention programmes: Comparing explicit and implicit instructionsPublication . Almeida, Tiago; Silva, Ana Cristina; Rosa, JoãoThis 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.
- Invented spelling and perspectives on spelling development : the necessity of an integrated cognitive modelPublication . Silva, Ana; Almeida, Tiago; Martins, Margarida AlvesThere are several models about the mechanism that make pre-school children evolve regarding the quality of their invented spelling. Ehri's teorical perspective (1997) describes the development of children's spelling skills in terms of their increasing ability to map sounds of words to phonetically appropriate letters. According to this perspective, written language is conceived as an instrument for translating oral language and phonological awareness determines the precision of invented spelling. This model neglects linguistic variables that might influence children ability to analyse the oral and written language and also does not conceive children's reflection about written code as a factor of evolution. The constructivist perspective from Ferreiro (1988), emphasizes the importance of internal conflict between different criterion about the organization of the alphabetic code. For instance, the repetition of the same vowel in syllabic phonetised writing might cause a conflict in children's thinking with another criterion that they attaint, related with the variation of letters within the written word (e.g. Nunes Carraher and Rego (1984) cited a Portuguese-speaking child who spelled urubu 'vulture' as UUU). This conflict might lead children to analyse syllables in their phonemes and became a source for an alphabetic approach of writing. This and other conflicts are the main factor, from the point of view of this theory, for the evolution of children's conceptions about written language. However those mechanisms are described independently of children ability to analyse oral words or the frequency of words and the articulatory properties of phonemes that integrate those words. On the other hand, Polo, Kessler and Treiman (2005), think that that statistical learning skills exists from an early age. These skills are applied in learning to spell, as in other tasks. This perspective emphasizes that children's writing reflects the characteristics of the input to which they have been exposed as they try to find meaningful patterns in regularities of written language. These regularities give children information about graphical as well as phonological patterns of the language in which they reflected their very early spellings. However, this perspective never analyses the nature of children thinking and how that reflects their approach to written language. It is quite important to create a model that integrates these several contribution. © 2011 by Nova Science Publishers, Inc. All rights reserved.
- O impacto de programas de intervenção na revisão textual de estudantes do 4º ano de escolaridadePublication . Silva, Ana Cristina; Borges, Sandra; Almeida, Tiago; Quintão, SóniaResumo: Este estudo tem como objetivo avaliar o impacto na escrita de textos narrativos, de um programa de escrita, em que os alunos têm acesso a instrumentos de autorregulação para a revisão dos textos. Participaram 71 crianças do 4º ano de escolaridade com práticas semelhantes ao nível do trabalho sobre o texto escrito na sala de aula, divididas em 3 grupos experimentais e 1 de controlo. Foram controladas as variáveis relativas ao nível cognitivo e ao desenvolvimento da linguagem lexical e sintática. Realizou-se no momento do pré e pós-intervenção um teste onde foi pedido às crianças que escrevessem uma mesma composição com base numa sequência de imagens. Entre os dois momentos realizaram-se 21 sessões de 60 minutos em grupo, distribuídas ao longo de 9 meses, nas quais as crianças dos grupos experimentais escreviam uma composição, sempre com base numa sequência de imagens e reviam a sua versão inicial. Nos grupos experimentais 1 e 2 proporcionou-se uma grelha com indicações sobre os principais elementos de uma estrutura narrativa, um com feedback e outro sem, com base na qual deveriam orientar a sua revisão. Às crianças do grupo experimental 3 foi-lhes pedido que revissem os textos sem recurso a qualquer tipo de instrumento e indicação específica. As crianças dos grupos de controlo despendiam o mesmo tempo em aulas de matemática e leitura. Os resultados apontam para uma evolução significativa em relação à qualidade dos textos narrativos produzidos entre o pré e o pós-intervenção em todos os grupos experimentais quando comparados ao grupo de controlo, embora não se registem diferenças significativas na evolução nos grupos experimentais.
- Escritas inventadas no Jardim-de-Infância: comparando dois programas de intervençãoPublication . Almeida, Tiago; Silva, Ana CristinaO objetivo deste estudo foicomparar o efeito de dois programas de treino em escritas inventadasna qualidade das produções escritas e leitura.Participaram 100 crianças que não sabiam ler nem escrever, distribuídas por quatrogrupos experimentais e um de controle. Os grupos 1 e 2 seguiram a metodologia de Alves Martins, Albuquerque, Salvador e Silva (2013)e os grupos 3 e 4 a metodologia de Ouellette, Sénéchal e Haley (2013). Nos grupos 1 e 3 utilizaram-se palavras facilitadoras cuja sílaba inicial coincide com o nome da letra e nos grupos 2 e 4 palavras facilitadoras cuja sílaba inicial coincide com o som. Os grupos 1 e 2 tiveram resultados superiores aos grupos 3, 4 e controle. Palavras-chave: Educação Infantil; programas de alfabetização; fases de leitura.