Literaturnachweis - Detailanzeige
Autor/inn/en | Albuquerque, Ana; Martins, Margarida Alves |
---|---|
Titel | Invented Spelling Activities in Kindergarten: The Role of Instructional Scaffolding and Collaborative Learning |
Quelle | In: International Journal of Early Years Education, 29 (2021) 1, S.96-113 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Albuquerque, Ana) ORCID (Martins, Margarida Alves) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2020.1760085 |
Schlagwörter | Invented Spelling; Emergent Literacy; Spelling Instruction; Instructional Effectiveness; Kindergarten; Preschool Children; Scaffolding (Teaching Technique); Cooperative Learning; Peer Relationship; Adults; Interaction; Facilitators (Individuals); Learning Strategies; Skill Development; Scores; Intelligence Tests; Alphabets; Syllables; Phonemic Awareness; Foreign Countries; Portugal (Lisbon); Raven Progressive Matrices Rechtschreibdidaktik; Frühleseunterricht; Orthographieunterricht; Rechtschreibunterricht; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kooperatives Lernen; Peer-Beziehungen; Interaktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kompetenzentwicklung; Qualifikationsentwicklung; Intelligence test; Intelligenztest; Buchstabenschrift; Silbe; Ausland |
Abstract | There is considerable evidence on the connections between emergent literacy-related skills in preschool-age and successful reading and writing. The purpose of this double-designed experimental/descriptive study was to analyse the impact of invented spelling activities on kindergarten children's spelling performance and to explore adult mediation and peer collaboration processes that occurred within a sample of intervention sessions. Data was collected with 52 participants divided into an experimental group and a control group who were submitted to a pre/post-test assessment. The global quantitative analysis revealed the strong impact of the intervention on children's word spelling progress scores. The descriptive qualitative data of 2304 verbal interventions of a small-scale sample suggested that significant and diverse mediation scaffolding strategies were incorporated by the children in a shared dialogical learning approach. Our findings point to the need for delivering group interaction activities combining early literacy contents in kindergarten contexts as a vehicle for responding to the challenge of reading and writing acquisition at the beginning of schooling. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |