Invented Spelling Activities in Small Groups and Early Spelling and Reading

Autor/inn/en	Martins, Margarida Alves; Salvador, Liliana; Albuquerque, Ana; Silva, Cristina
Titel	Invented Spelling Activities in Small Groups and Early Spelling and Reading
Quelle	In: Educational Psychology, 36 (2016) 4, S.738-752 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.950947
Schlagwörter	Invented Spelling; Small Group Instruction; Written Language; Language Acquisition; Portuguese; Pretests Posttests; Preschool Children; Reading; Foreign Countries; Intelligence Tests; Cognitive Ability; Phonological Awareness; Spelling Instruction; Kindergarten; Portugal (Lisbon); Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Rechtschreibdidaktik; Geschriebene Sprache; Sprachaneignung; Spracherwerb; Portugiesischunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseprozess; Lesen; Ausland; Intelligence test; Intelligenztest; Denkfähigkeit; Orthographieunterricht; Rechtschreibunterricht
Abstract	Our aim was to assess the impact of an invented spelling programme conducted in small groups on children's written language acquisition in Portuguese. We expected the experimental group to have better post-test results than the control group in spelling and reading. Participants were 160 preschool-age children who were randomly divided into an experimental and a control group. Their age, cognitive ability, knowledge of letters and phonological abilities were controlled. Children's spelling and reading were evaluated in a pre- and a post-test. In-between, experimental group participated in an invented spelling programme in small groups and the control group in story readings. The experimental group showed better results in spelling and reading in the post-test than the control one. Different dynamics occurred in the small groups which had different impacts on children's acquisitions. These results provide empirical support for the proposal that invented spelling should be incorporated into early literacy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01