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Advisor(s)
Abstract(s)
This 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.
Description
Keywords
Spelling Phonological awareness Reading Reading difficulties Literacy
Citation
Salvador, L., & Alves Martins, M. (2024). From spelling to reading: An intervention program with children at risk of reading failure. Journal of Experimental Child Psychology, 244. https://doi.org/10.1016/j.jecp.2024.105944
Publisher
Elsevier