The impact of invented spelling on phonemic awareness

Bibliographic Details
Main Author: Martins, Margarida Alves
Publication Date: 2006
Other Authors: Silva, Ana Cristina
Format: Article
Language: eng
Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
Download full: http://hdl.handle.net/10400.12/3322
Summary: The objective of this study was to assess the impact of a training programme, designed to make preschool-age children’s invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children’s phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training’s impact on those tests differed depending on the level of the children’s invented spelling.
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spelling The impact of invented spelling on phonemic awarenessPhonemic awarenessInvented spellingPreschool childrenThe objective of this study was to assess the impact of a training programme, designed to make preschool-age children’s invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children’s phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training’s impact on those tests differed depending on the level of the children’s invented spelling.ElsevierRepositório do ISPAMartins, Margarida AlvesSilva, Ana Cristina2015-01-22T15:39:36Z20062006-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/3322eng0959-475210.1016/j.learninstruc.2005.12.005info:eu-repo/semantics/openAccessreponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiainstacron:RCAAP2025-03-07T15:04:57Zoai:repositorio.ispa.pt:10400.12/3322Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireinfo@rcaap.ptopendoar:https://opendoar.ac.uk/repository/71602025-05-29T01:08:16.917172Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologiafalse
dc.title.none.fl_str_mv The impact of invented spelling on phonemic awareness
title The impact of invented spelling on phonemic awareness
spellingShingle The impact of invented spelling on phonemic awareness
Martins, Margarida Alves
Phonemic awareness
Invented spelling
Preschool children
title_short The impact of invented spelling on phonemic awareness
title_full The impact of invented spelling on phonemic awareness
title_fullStr The impact of invented spelling on phonemic awareness
title_full_unstemmed The impact of invented spelling on phonemic awareness
title_sort The impact of invented spelling on phonemic awareness
author Martins, Margarida Alves
author_facet Martins, Margarida Alves
Silva, Ana Cristina
author_role author
author2 Silva, Ana Cristina
author2_role author
dc.contributor.none.fl_str_mv Repositório do ISPA
dc.contributor.author.fl_str_mv Martins, Margarida Alves
Silva, Ana Cristina
dc.subject.por.fl_str_mv Phonemic awareness
Invented spelling
Preschool children
topic Phonemic awareness
Invented spelling
Preschool children
description The objective of this study was to assess the impact of a training programme, designed to make preschool-age children’s invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children’s phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training’s impact on those tests differed depending on the level of the children’s invented spelling.
publishDate 2006
dc.date.none.fl_str_mv 2006
2006-01-01T00:00:00Z
2015-01-22T15:39:36Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.12/3322
url http://hdl.handle.net/10400.12/3322
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 0959-4752
10.1016/j.learninstruc.2005.12.005
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
instname:FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
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reponame_str Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
collection Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
repository.name.fl_str_mv Repositórios Científicos de Acesso Aberto de Portugal (RCAAP) - FCCN, serviços digitais da FCT – Fundação para a Ciência e a Tecnologia
repository.mail.fl_str_mv info@rcaap.pt
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