Invented spelling intervention programmes: Comparing explicit and implicit instructions

Detalhes bibliográficos
Autor(a) principal: Almeida, Tiago
Data de Publicação: 2021
Outros Autores: Silva, Ana Cristina, Rosa, João
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.21/15049
Resumo: This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.
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spelling Invented spelling intervention programmes: Comparing explicit and implicit instructionsExplicit instructionImplicit instructionInvented spellingInterventions programmesPreschool childrenThis study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.RCIPLAlmeida, TiagoSilva, Ana CristinaRosa, João2022-10-26T09:11:41Z20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.21/15049eng1646-602010.14417/ap.1848info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-08-03T10:12:03Zoai:repositorio.ipl.pt:10400.21/15049Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:22:47.315515Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Invented spelling intervention programmes: Comparing explicit and implicit instructions
title Invented spelling intervention programmes: Comparing explicit and implicit instructions
spellingShingle Invented spelling intervention programmes: Comparing explicit and implicit instructions
Almeida, Tiago
Explicit instruction
Implicit instruction
Invented spelling
Interventions programmes
Preschool children
title_short Invented spelling intervention programmes: Comparing explicit and implicit instructions
title_full Invented spelling intervention programmes: Comparing explicit and implicit instructions
title_fullStr Invented spelling intervention programmes: Comparing explicit and implicit instructions
title_full_unstemmed Invented spelling intervention programmes: Comparing explicit and implicit instructions
title_sort Invented spelling intervention programmes: Comparing explicit and implicit instructions
author Almeida, Tiago
author_facet Almeida, Tiago
Silva, Ana Cristina
Rosa, João
author_role author
author2 Silva, Ana Cristina
Rosa, João
author2_role author
author
dc.contributor.none.fl_str_mv RCIPL
dc.contributor.author.fl_str_mv Almeida, Tiago
Silva, Ana Cristina
Rosa, João
dc.subject.por.fl_str_mv Explicit instruction
Implicit instruction
Invented spelling
Interventions programmes
Preschool children
topic Explicit instruction
Implicit instruction
Invented spelling
Interventions programmes
Preschool children
description This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-01-01T00:00:00Z
2022-10-26T09:11:41Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.21/15049
url http://hdl.handle.net/10400.21/15049
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1646-6020
10.14417/ap.1848
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