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Publication
Phonological abilities and writing among portuguese preschool children
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Advisor(s)
Abstract(s)
The objective of this study was to identify causal relationships
between the development of phonological abilities and progress in
writing in preschool children. The participants were 44 children, with an
average age of 5 years and 6 months, and whose writing was syllabic
with phonetization. The children were divided into three groups. They
were subjected to a pre-test and a post-test that were intended to
evaluate both their writing and their phonological skills. In between the
two tests experimental group 1 underwent a writing training program
designed to lead them to produce syllabic-alphabetic/alphabetic writing,
while experimental group 2 was subjected to a phonological training
program designed to work on phonetic units. The third group served as a
control group. The number of letters known and the level of intelligence
were controlled. The children in the two experimental groups achieved
results that revealed a similar degree of progress (greater than the
control group) in both their writing and their phonological abilities.
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Citation
European Journal of Psychology of Education, 21, 163-182