Letter Names and Sounds: Their Implications for the Phonetisation Process

Autor/inn/en	Silva, Cristina; Almeida, Tiago; Alves Martins, Margarida
Titel	Letter Names and Sounds: Their Implications for the Phonetisation Process
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 23 (2010) 2, S.147-172 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-008-9157-3
Schlagwörter	Phonemes; Preschool Children; Spelling; Phonetics; Beginning Writing; Pretests Posttests; Writing Instruction + Suchen Sie Ihr Suchwort? Fonem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibweise; Phonetik; Fonetik; Erstschreibunterricht; Schreibunterricht
Abstract	Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were 50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn't use them on spelling. Their spelling was evaluated in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words used on training (words whose initial syllable matches the name of the initial letter--Exp. G1 and Exp. G2--versus words whose initial syllable is similar to the sound of the initial letter--Exp. G3 and Exp. G4). They also differed on the instruction used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions designed to make the children think about letter names--Exp. G1 and Exp. G3--versus instructions designed to make the children think about letter sounds--Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations spellings. There are no differences between groups at the number of total phonetisations but we found some differences between groups at the quality of the phonetisations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10