Preschool skill development: The importance of invented spelling activities
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
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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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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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 |
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 |
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 |
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openAccess |
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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 instacron:RCAAP |
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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) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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