Preschool skill development: The importance of invented spelling activities

Detalhes bibliográficos
Autor(a) principal: de Vasconcelos Horta, Inês
Data de Publicação: 2014
Outros Autores: Alves Martins, Margarida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.17575/rpsicol.v28i1.626
Resumo: This study aims to understand the importance of invented spelling activities in preschool, through the analysis of the effects of two invented spelling programmes, and to understand the correlations between phonological awareness and knowledge of letters and the phonetization procedures.  Fifty-six five-year-old were divided into two experimental groups and one control group. Children’s spellings were accessed in the pre and post-tests. In between, G1 worked the grapho-phonetic correspondences of fricatives and G2 of stop consonants. Results show that both experimental groups achieved greater progress in spelling than the control group with no statistically significant differences between the experimental groups. In these groups the participants were able to spell the worked phonemes and also non worked phonemes. The results also indicated that the number of letters known in the pre-test has a significant correlation with the number of phonetizations in the post-test, whereas phonological awareness does not.DOI: http://dx.doi.org/10.17575/rpsicol.v28i1.626
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spelling Preschool skill development: The importance of invented spelling activitiesDesenvolvimento de competências no pré-escolar: A importância das práticas de escrita inventadaThis study aims to understand the importance of invented spelling activities in preschool, through the analysis of the effects of two invented spelling programmes, and to understand the correlations between phonological awareness and knowledge of letters and the phonetization procedures.  Fifty-six five-year-old were divided into two experimental groups and one control group. Children’s spellings were accessed in the pre and post-tests. In between, G1 worked the grapho-phonetic correspondences of fricatives and G2 of stop consonants. Results show that both experimental groups achieved greater progress in spelling than the control group with no statistically significant differences between the experimental groups. In these groups the participants were able to spell the worked phonemes and also non worked phonemes. The results also indicated that the number of letters known in the pre-test has a significant correlation with the number of phonetizations in the post-test, whereas phonological awareness does not.DOI: http://dx.doi.org/10.17575/rpsicol.v28i1.626Este estudo pretende compreender a importância das práticas de escrita inventada no pré-escolar, analisando os efeitos de dois programas de escrita inventada e as correlações entre consciência fonológica e conhecimento das letras e os procedimentos de fonetização. Os 56 participantes foram divididos em dois grupos experimentais e um grupo de controlo. As escritas das crianças foram avaliadas nos pré e pós-testes. Entre ambos, G1 trabalhou as correspondências grafo-fonológicas de fricativas e G2 de oclusivas. Os resultados mostram que os participantes de ambos os grupos experimentais progrediram mais do que os do grupo de controlo, sem diferenças significativas entre os grupos experimentais. Nestes grupos, os participantes fonetizaram correctamente os fonemas trabalhados e também fonemas não trabalhados. Os resultados indicaram ainda que o número de letras conhecidas no pré-teste tem uma correlação significativa com o número de fonetizações no pós-teste, não se verificando o mesmo para a consciência fonológica.Associação Portuguesa de Psicologia2014-07-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.17575/rpsicol.v28i1.626https://doi.org/10.17575/rpsicol.v28i1.626PSICOLOGIA; Vol. 28 No. 1 (2014); 41-51PSICOLOGIA; Vol. 28 N.º 1 (2014); 41-512183-24710874-2049reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revista.appsicologia.org/index.php/rpsicologia/article/view/626https://revista.appsicologia.org/index.php/rpsicologia/article/view/626/363de Vasconcelos Horta, InêsAlves Martins, Margaridainfo:eu-repo/semantics/openAccess2023-11-09T12:50:43Zoai:oai.appsicologia.org:article/626Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:10:23.679375Repositório 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 Preschool skill development: The importance of invented spelling activities
Desenvolvimento de competências no pré-escolar: A importância das práticas de escrita inventada
title Preschool skill development: The importance of invented spelling activities
spellingShingle Preschool skill development: The importance of invented spelling activities
de Vasconcelos Horta, Inês
title_short Preschool skill development: The importance of invented spelling activities
title_full Preschool skill development: The importance of invented spelling activities
title_fullStr Preschool skill development: The importance of invented spelling activities
title_full_unstemmed Preschool skill development: The importance of invented spelling activities
title_sort Preschool skill development: The importance of invented spelling activities
author de Vasconcelos Horta, Inês
author_facet de Vasconcelos Horta, Inês
Alves Martins, Margarida
author_role author
author2 Alves Martins, Margarida
author2_role author
dc.contributor.author.fl_str_mv de Vasconcelos Horta, Inês
Alves Martins, Margarida
description This study aims to understand the importance of invented spelling activities in preschool, through the analysis of the effects of two invented spelling programmes, and to understand the correlations between phonological awareness and knowledge of letters and the phonetization procedures.  Fifty-six five-year-old were divided into two experimental groups and one control group. Children’s spellings were accessed in the pre and post-tests. In between, G1 worked the grapho-phonetic correspondences of fricatives and G2 of stop consonants. Results show that both experimental groups achieved greater progress in spelling than the control group with no statistically significant differences between the experimental groups. In these groups the participants were able to spell the worked phonemes and also non worked phonemes. The results also indicated that the number of letters known in the pre-test has a significant correlation with the number of phonetizations in the post-test, whereas phonological awareness does not.DOI: http://dx.doi.org/10.17575/rpsicol.v28i1.626
publishDate 2014
dc.date.none.fl_str_mv 2014-07-02
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.17575/rpsicol.v28i1.626
https://doi.org/10.17575/rpsicol.v28i1.626
url https://doi.org/10.17575/rpsicol.v28i1.626
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revista.appsicologia.org/index.php/rpsicologia/article/view/626
https://revista.appsicologia.org/index.php/rpsicologia/article/view/626/363
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 Associação Portuguesa de Psicologia
publisher.none.fl_str_mv Associação Portuguesa de Psicologia
dc.source.none.fl_str_mv PSICOLOGIA; Vol. 28 No. 1 (2014); 41-51
PSICOLOGIA; Vol. 28 N.º 1 (2014); 41-51
2183-2471
0874-2049
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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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
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