Immediate and Delayed Effects of Invented Writing Intervention in Preschool

Autor/inn/en	Hofslundsengen, Hilde; Hagtvet, Bente Eriksen; Gustafsson, Jan-Eric
Titel	Immediate and Delayed Effects of Invented Writing Intervention in Preschool
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 7, S.1473-1495 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9646-8
Schlagwörter	Preschool Children; Writing Instruction; Intervention; Invented Spelling; Foreign Countries; Beginning Reading; Experimental Groups; Control Groups; Emergent Literacy; Student Evaluation; Pretests Posttests; Regression (Statistics); Phonemic Awareness; Reading Skills; Orthographic Symbols; Writing Skills; Language Skills; Learning Processes; Quasiexperimental Design; Writing Tests; Reading Tests; Receptive Language; Alphabets; Fidelity; Structural Equation Models; Correlation; Norway + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schreibunterricht; Rechtschreibdidaktik; Ausland; Erstleseunterricht; Frühleseunterricht; Schulnote; Studentische Bewertung; Regression; Regressionsanalyse; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Language skill; Sprachkompetenz; Learning process; Lernprozess; Writing test; Schreibtest; Lesetest; Rezeptive Kommunikationsfähigkeit; Buchstabenschrift; Korrelation; Norwegen
Abstract	This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children's regular teachers. The children's emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = 0.54), spelling (d = 0.65) and word reading (d = 0.36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = 0.45), spelling (d = 0.48) and word reading (d = 0.26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01