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- 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.
- “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.