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Invented spelling activities in kindergarten : the role of instructional scaffolding and collaborative learning
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Orientador(es)
Resumo(s)
There is considerable evidence on the connections between
emergent literacy-related skills in preschool-age and successful
reading and writing. The purpose of this double-designed
experimental/descriptive study was to analyse the impact of
invented spelling activities on kindergarten children’s spelling
performance and to explore adult mediation and peer
collaboration processes that occurred within a sample of
intervention sessions. Data was collected with 52 participants
divided into an experimental group and a control group who
were submitted to a pre/post-test assessment. The global
quantitative analysis revealed the strong impact of the
intervention on children’s word spelling progress scores. The
descriptive qualitative data of 2304 verbal interventions of a
small-scale sample suggested that significant and diverse
mediation scaffolding strategies were incorporated by the
children in a shared dialogical learning approach. Our findings
point to the need for delivering group interaction activities
combining early literacy contents in kindergarten contexts as a
vehicle for responding to the challenge of reading and writing
acquisition at the beginning of schooling.
Descrição
Palavras-chave
Invented spelling Early literacy Instructional scaffolding Collaborative learning Kindergarten
Contexto Educativo
Citação
INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION Doi: 10.1080/09669760.2020.1760085
Editora
Taylor & Francis