Invented Spelling Activities in Kindergarten: The Role of Instructional Scaffolding and Collaborative Learning

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01