Publicação
Invented spelling intervention programmes: Comparing explicit and implicit instructions
| Resumo: | This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code. |
|---|---|
| Autores principais: | Almeida, Tiago |
| Outros Autores: | Silva, Ana Cristina; Rosa, João |
| Assunto: | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| Ano: | 2021 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Ispa-Instituto Universitário |
| Idioma: | inglês |
| Origem: | Repositório do Ispa - Instituto Universitário |
| _version_ | 1863888789391278080 |
|---|---|
| author | Almeida, Tiago |
| author2 | Silva, Ana Cristina Rosa, João |
| author2_role | author author |
| author_facet | Almeida, Tiago Silva, Ana Cristina Rosa, João |
| author_role | author |
| contributor_name_str_mv | Repositório do ISPA |
| country_str | PT |
| creators_json_str | [{\"Person.name\":\"Almeida, Tiago\",\"Person.identifier.orcid\":\"0000-0002-3557-0623\"},{\"Person.name\":\"Silva, Ana Cristina\",\"Person.identifier.orcid\":\"0000-0001-6583-5832\"},{\"Person.name\":\"Rosa, João\",\"Person.identifier.orcid\":\"0000-0001-6328-9807\"}] |
| datacite.contributors.contributor.contributorName.fl_str_mv | Repositório do ISPA |
| datacite.creators.creator.creatorName.fl_str_mv | Almeida, Tiago Silva, Ana Cristina Rosa, João |
| datacite.date.Accepted.fl_str_mv | 2021-01-01T00:00:00Z |
| datacite.date.available.fl_str_mv | 2022-02-07T19:39:06Z |
| datacite.date.embargoed.fl_str_mv | 2022-02-07T19:39:06Z |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| datacite.titles.title.fl_str_mv | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| dc.contributor.none.fl_str_mv | Repositório do ISPA |
| dc.creator.none.fl_str_mv | Almeida, Tiago Silva, Ana Cristina Rosa, João |
| dc.date.Accepted.fl_str_mv | 2021-01-01T00:00:00Z |
| dc.date.available.fl_str_mv | 2022-02-07T19:39:06Z |
| dc.date.embargoed.fl_str_mv | 2022-02-07T19:39:06Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10400.12/8511 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Ispa Instituto Universitário |
| dc.rights.cclincense.fl_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.subject.none.fl_str_mv | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| dc.title.fl_str_mv | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code. |
| dirty | 0 |
| eu_rights_str_mv | openAccess |
| format | article |
| fulltext.url.fl_str_mv | https://repositorio.ispa.pt/bitstreams/03a4e3b5-ccec-48a4-8b35-ff5774bd5487/download |
| funding.funder.alternateName_str_mv | FCT |
| funding.funder.identifier_str_mv | http://doi.org/10.13039/501100001871 |
| funding.funder.name_str_mv | Fundação para a Ciência e a Tecnologia |
| funding.identifier_str_mv | UIDB/04853/2020 |
| funding.name_str_mv | 6817 - DCRRNI ID |
| funding_str_mv | UIDB/04853/2020 info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04853%2F2020/PT |
| id | ispa_a310b75c8b2e757b8acec0feacfb8acf |
| identifier.url.fl_str_mv | http://hdl.handle.net/10400.12/8511 |
| instacron_str | ispa |
| institution | Ispa-Instituto Universitário |
| instname_str | Ispa-Instituto Universitário |
| language | eng |
| network_acronym_str | ispa |
| network_name_str | Repositório do Ispa - Instituto Universitário |
| oai_identifier_str | oai:repositorio.ispa.pt:10400.12/8511 |
| organization_str_mv | urn:organizationAcronym:ispa |
| person_str_mv | Almeida, Tiago Almeida, Tiago https://www.ciencia-id.pt/871B-812C-14A9 871B-812C-14A9 http://orcid.org/0000-0002-3557-0623 0000-0002-3557-0623 Silva, Ana Cristina Silva, Ana Cristina http://orcid.org/0000-0001-6583-5832 0000-0001-6583-5832 Rosa, João Rosa, João https://www.ciencia-id.pt/B419-1165-BC6B B419-1165-BC6B http://orcid.org/0000-0001-6328-9807 0000-0001-6328-9807 |
| publishDate | 2021 |
| publisher.none.fl_str_mv | Ispa Instituto Universitário |
| reponame_str | Repositório do Ispa - Instituto Universitário |
| repository_id_str | urn:repositoryAcronym:ispa |
| service_str_mv | urn:repositoryAcronym:ispa |
| spelling | engIspa Instituto Universitáriopt_PTThis study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.application/pdfpt_PTInvented spelling intervention programmes: Comparing explicit and implicit instructionsPersonalAlmeida, TiagoDSpacehttp://dspace.org/items/12bff6d0-5044-4649-8dab-9934cddda840DSpacehttp://dspace.org/items/12bff6d0-5044-4649-8dab-9934cddda840AlmeidaTiagoCiência IDhttps://www.ciencia-id.pt871B-812C-14A9ORCIDhttp://orcid.org0000-0002-3557-0623Scopus Author IDhttps://www.scopus.com25924238600PersonalSilva, Ana CristinaDSpacehttp://dspace.org/items/11e0e2c9-0491-4ef7-b34b-50e35651c55cDSpacehttp://dspace.org/items/11e0e2c9-0491-4ef7-b34b-50e35651c55cSilvaAna CristinaORCIDhttp://orcid.org0000-0001-6583-5832PersonalRosa, JoãoDSpacehttp://dspace.org/items/8e167bce-b015-48ce-bbd9-f50a698a1ef4DSpacehttp://dspace.org/items/8e167bce-b015-48ce-bbd9-f50a698a1ef4Frias RosaJoãoCiência IDhttps://www.ciencia-id.ptB419-1165-BC6BORCIDhttp://orcid.org0000-0001-6328-9807Scopus Author IDhttps://www.scopus.com57218438331HostingInstitutionOrganizationalRepositório do ISPAe-mailmailto:repositorio@ispa.ptrepositorio@ispa.ptISSNIsPartOf08708231DOIIsPartOf10.14417/ap.18482022-02-07T19:39:06Z20212021-01-01T00:00:00ZHandlehttp://hdl.handle.net/10400.12/8511http://purl.org/coar/access_right/c_abf2open accessExplicit instructionImplicit instructionInvented spellingInterventions programmesPreschool childrenInstrução implícitaInstrução explícitaEscrita inventadaProgramas de intervençãoPré-escolar188458 bytesFundação para a Ciência e a TecnologiaCentre for Educational Researchinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04853%2F2020/PTUIDB/04853/20206817 - DCRRNI IDCrossref Funder IDhttp://doi.org/10.13039/501100001871literaturehttp://purl.org/coar/resource_type/c_6501journal article2021http://creativecommons.org/licenses/by/4.0/http://purl.org/coar/access_right/c_abf2application/pdffulltexthttps://repositorio.ispa.pt/bitstreams/03a4e3b5-ccec-48a4-8b35-ff5774bd5487/downloadAnálise Psicológica392229245Portugal |
| spellingShingle | Invented spelling intervention programmes: Comparing explicit and implicit instructions Almeida, Tiago Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| subject.fl_str_mv | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| title | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| title_full | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| title_fullStr | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| title_full_unstemmed | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| title_short | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| title_sort | Invented spelling intervention programmes: Comparing explicit and implicit instructions |
| topic | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| topic_facet | Explicit instruction Implicit instruction Invented spelling Interventions programmes Preschool children Instrução implícita Instrução explícita Escrita inventada Programas de intervenção Pré-escolar |
| url | http://hdl.handle.net/10400.12/8511 |
| visible | 1 |
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