A Brief Analogy Strategy-Based Intervention Supports the Development of Invented Spelling and Decoding

Autor/inn/en	Evans, Angela; Arrow, Alison; Greaney, Keith
Titel	A Brief Analogy Strategy-Based Intervention Supports the Development of Invented Spelling and Decoding
Quelle	In: Kairaranga, 15 (2014) 2, S.7-16 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Teaching Methods; Intervention; Literacy Education; Invented Spelling; Decoding (Reading); Pattern Recognition; Reading Strategies; Learning Problems; Phoneme Grapheme Correspondence; Comparative Analysis; Phonemic Awareness; Logical Thinking; Skill Development; Program Descriptions; Benchmarking; Elementary School Students; Tests; Reading Tests; Word Recognition; Accuracy; Reading Comprehension; Burt Word Reading Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Rechtschreibdidaktik; Dekodierung; Mustererkennung; Reading strategy; Leselernstufe; Lesetechnik; Lernproblem; Kompetenzentwicklung; Qualifikationsentwicklung; Examination; Prüfung; Examen; Lesetest; Worterkennung; Leseverstehen
Abstract	Recent research in literacy acquisition has led to an elaboration of instructional programmes that focus on supporting children's progress through successive developmental levels. An example of such an approach is "analogy instruction," the basis of which is that children develop a system of recognition of shared patterns within words and strategies for applying them to reading and spelling in context. This study evaluated the implementation of a modified analogy strategy-based programme. A group of Y3 and 4 children with reading and spelling difficulties were taught, for eight weeks, specific phonological skills and analogy strategies for reading and spelling. The key finding was that the intervention significantly improved children's letter-sound knowledge, phonemic awareness decoding (non-word reading), and invented spelling skills compared with that of a control group. This finding suggests that an analogy strategy-based programme may be effective in improving children's decoding and encoding skills. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01