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Advisor(s)
Abstract(s)
This longitudinal study aimed at testing the long-term impact of invented spelling activities conducted in
kindergarten on children’s literacy skills throughout primary school until the end of Grade 3. The participants
were 100 Portuguese 5-year-olds that were randomly assigned into two equivalent groups and took
part in 10 training sessions: invented spelling (experimental condition) or storybook reading (control condition).
Writing and reading skills were tested in kindergarten, Grade 1 and Grade 3. The results showed
that the experimental group outperformed the control group in kindergarten and benefited more from
formal school teaching instruction. Lasting effects were found as the invented spelling condition presented
statistically significant higher scores in reading and writing in primary education. These findings
support empirical evidence for enhancing young children’s learning in favour of their later literacy performance.
Description
Keywords
Early literacy Invented spelling Writing Reading Kindergarten
Citation
L1-Educational Studies in Language and Literature, 19, 1-24 Doi: 10.17239/L1ESLL-2019.19.01.02
Publisher
Kluwer Academic Publishers