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/10400.12/8511
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 childrenInstrução implícitaInstrução explícitaEscrita inventadaProgramas de intervençãoPré-escolarThis 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.Este estudo tem como objetivo comparar a eficácia de dois programas de intervenção de escrita inventada, um com instrução explícita de correspondências grafo-fonéticas e outro baseado no questionamento e reflexão sobre as correspondências grafo-fonéticas (designadas como instruções implícitas). Noventa crianças em idade pré-escolar, cujas escritas inventadas não mobilizavam letras convencionais para representar os sons, foram distribuídas por três grupos, dois experimentais e um de controlo. Todos os grupos eram equivalentes na idade, inteligência, conhecimento de letras e consciência fonológica. Manipulámos o tipo de instruções (implícitas vs. explícitas) entre os pré e pós-testes nos dois grupos experimentais onde as crianças participaram num programa de intervenção de escrita inventada. As crianças que participaram no programa de intervenção implícita mostraram uma melhoria significativa no número de letras mobilizadas corretamente nas suas produções escritas e na consciência fonémica em comparação com as crianças dos grupos de controlo e com instrução explícita. As crianças do grupo de instrução explícita mostraram melhorias significativas relativamente às crianças do grupo de controlo. Estes resultados sugerem que o questionamento e a reflexão aplicados aos programas de escrita inventada parecem potenciar um conhecimento mais significativo sobre as relações entre o código oral e o escrito.Fundação para a Ciência e Tecnologia - FCTIspa Instituto UniversitárioRepositório do ISPAAlmeida, TiagoSilva, Ana CristinaRosa, João2022-02-07T19:39:06Z2021-01-01T00:00:00Z2021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/8511engAlmeida, T., Silva, C., & Rosa, J. (2021). Invented spelling intervention programmes: Comparing explicit and implicit instructions. Análise Psicológica, 39(2), 229–245. https://doi.org/10.14417/ap.18480870823110.14417/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:RCAAP2022-09-05T16:44:23Zoai:repositorio.ispa.pt:10400.12/8511Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:26:20.787664Repositório 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
Instrução implícita
Instrução explícita
Escrita inventada
Programas de intervenção
Pré-escolar
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 Repositório do ISPA
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
Instrução implícita
Instrução explícita
Escrita inventada
Programas de intervenção
Pré-escolar
topic Explicit instruction
Implicit instruction
Invented spelling
Interventions programmes
Preschool children
Instrução implícita
Instrução explícita
Escrita inventada
Programas de intervenção
Pré-escolar
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 2021-01-01T00:00:00Z
2021-01-01T00:00:00Z
2022-02-07T19:39:06Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.12/8511
url http://hdl.handle.net/10400.12/8511
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Almeida, T., Silva, C., & Rosa, J. (2021). Invented spelling intervention programmes: Comparing explicit and implicit instructions. Análise Psicológica, 39(2), 229–245. https://doi.org/10.14417/ap.1848
08708231
10.14417/ap.1848
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Ispa Instituto Universitário
publisher.none.fl_str_mv Ispa Instituto Universitário
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
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