The impact of two training programmes on phonological abilities and on writing of pre-school children (2003-2006)

Project Leader:

Ana Cristina Silva

 

Project's Summary:

In previous works (Silva & Alves Martins, 2002, 2003) we have established causal links between evolution in the nature of children’s invented spelling and the progress of their performance in phonological tasks in pre-phonetic children. Our results show that phonological training programmes and spelling training programmes proved equivalent in terms of the spelling and the phonological evolution they triggered. Our first aim is to replicate these studies with children whose invented spelling at the pre-test are early phonemic. The participants will be divided into three groups. The first group will be subjected to a spelling training programme intended to lead children to produce syllabic-alphabetic / alphabetic spellings. The second group will be object of phonemic training programme. The third will serve as a control group. Our second aim is to analyse how spelling training programmes in children that are at different levels in writing can improve phonological awareness. So we are going to use the same training program describe above with pre-phonetic children and with phonetic children and analyse the phonological evolution in tasks with different levels of difficulty. Taking into account that the knowledge of letters is an important skill to the understanding of the alphabetic principle (Byrne, 1997), we also aim to compare the effects of these programmes on the evolution of pre-school-age children that are familiar with more or less letters. Participants will be divided into four groups that differ in terms of the number of letters they know. The experimental design will be similar to the one we have just described.

 

Project’s aims:

1. To assess the impact of a phonemic training programme on the phonemic skills and the invented spelling of pre-school-age children with early phonemic spellings at the pre-test.
2. To assess the impact of a spelling training programme, that intends to lead pre-school-age children to move from pre-phonemic spellings to syllabic-alphabetic/alphabetic spelling, on their invented spelling and on their phonemic skills.
3. To assess the impact of the knowledge of letters on the evolution of the phonemic skills and the invented spelling of pre-school-age children subjected to a phonemic training programme.
4. To assess the impact of the knowledge of letters on the evolution of the phonemic skills and the invented spelling of pre-school-age children subjected to a spelling training programme.
5. To assess the efficiency of several spelling training programmes.

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