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Otro niño lo escribió así: ayuda educativa y resultados de actividades de escritura inventada
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Advisor(s)
Abstract(s)
Todos los niños realizaron dos pruebas de lectura y escritura de palabras, antes y
después de la intervención. Paralelamente, se realizó un estudio observacional del
proceso de interacción y las ayudas proporcionadas a los niños de la condición
experimental durante 6 de las sesiones de escritura inventada.
Resultados y conclusiones. Los resultados mostraron mejoras significativas
tanto en la lectura como en la escritura de palabras de la condición experimental,
mientras que en la de control no se encontraron diferencias significativas. El
análisis de la interacción verbal durante las actividades de escritura inventada
revela, por otra parte, un proceso de aprendizaje muy “andamiado”, basado en
ciertas estrategias de escritura y corrección conjunta así como de traspaso de
control, que podrían explicar su eficacia. Finalmente, se
ABSTRACT: Introduction. Invented spelling basically consists in learning activities proposed to pre-reading children to encourage them to write words or sentences as well as they possibly can in order to engage them in a reflection about the relationship between oral and written language. The aim of this study was to analyse the implementation and the results of this type of activities in Pre-Primary education, specifically, to record the main instructional strategies related to interaction and educational support used in this context. Methodology. 119 Portuguese pupils with no formal training in literacy were chosen. The subjects were randomly divided into two groups: an experimental group (that participated in ten sessions of invented spelling in small groups each of which lasted for 15-20 minutes) and a control group (that took part in storytelling activities of a similar duration). In order to ensure the homogeneity of both groups, each pupil was individually assessed for cognitive abilities, alphabet knowledge and phonological awareness. All the children completed two types of tests (word reading and writing) before and after the instructional intervention. A parallel observational study into the interaction process and the type of support offered to the experimental group was also carried out in six of the invented spelling sessions. Results and conclusions. Results show significant progress in both the reading and writing of words for the subjects in the experimental condition whereas no significant differences were found for the control group. The analysis of verbal interaction during the invented spelling activities also reveals a highly scaffolded learning process based on joint writing and joint corrections strategies as well as control transfer strategies that could explain their efficiency. To conclude, these findings and their implications for future research are discussed.
ABSTRACT: Introduction. Invented spelling basically consists in learning activities proposed to pre-reading children to encourage them to write words or sentences as well as they possibly can in order to engage them in a reflection about the relationship between oral and written language. The aim of this study was to analyse the implementation and the results of this type of activities in Pre-Primary education, specifically, to record the main instructional strategies related to interaction and educational support used in this context. Methodology. 119 Portuguese pupils with no formal training in literacy were chosen. The subjects were randomly divided into two groups: an experimental group (that participated in ten sessions of invented spelling in small groups each of which lasted for 15-20 minutes) and a control group (that took part in storytelling activities of a similar duration). In order to ensure the homogeneity of both groups, each pupil was individually assessed for cognitive abilities, alphabet knowledge and phonological awareness. All the children completed two types of tests (word reading and writing) before and after the instructional intervention. A parallel observational study into the interaction process and the type of support offered to the experimental group was also carried out in six of the invented spelling sessions. Results and conclusions. Results show significant progress in both the reading and writing of words for the subjects in the experimental condition whereas no significant differences were found for the control group. The analysis of verbal interaction during the invented spelling activities also reveals a highly scaffolded learning process based on joint writing and joint corrections strategies as well as control transfer strategies that could explain their efficiency. To conclude, these findings and their implications for future research are discussed.
Description
Keywords
Escritura inventada Lectoescritura Andamiaje Educación Infantil Aprendizaje Invented spelling Literacy Scaffolding Early education Learning
Citation
Revista de Educación, 377, 161-186 Doi: 10.4438/1988-592X-RE-2017-377-357
Publisher
Ministerio de Educacion y Ciencia