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Invented spelling activities in small groups and early spelling and reading
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Orientador(es)
Resumo(s)
Our aim was to assess the impact of an invented spelling programme conducted
in small groups on children’s written language acquisition in Portuguese. We
expected the experimental group to have better post-test results than the control
group in spelling and reading. Participants were 160 preschool-age children who
were randomly divided into an experimental and a control group. Their age, cognitive
ability, knowledge of letters and phonological abilities were controlled.
Children’s spelling and reading were evaluated in a pre- and a post-test. Inbetween,
experimental group participated in an invented spelling programme in
small groups and the control group in story readings. The experimental group
showed better results in spelling and reading in the post-test than the control one.
Different dynamics occurred in the small groups which had different impacts on
children’s acquisitions. These results provide empirical support for the proposal
that invented spelling should be incorporated into early literacy instruction.
Descrição
Palavras-chave
Early literacy Spelling Reading Preschool
Contexto Educativo
Citação
Educational Psychology, 36, 738-752. doi:10.1080/01443410.2014.950947
Editora
Routledge