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Advisor(s)
Abstract(s)
Our aim was to analyse the impact of the characteristics of words used
in spelling programmes and the nature of instructional guidelines on the evolution
from grapho-perceptive writing to phonetic writing in preschool children. The
participants were 50 5-year-old children, divided in five equivalent groups in
intelligence, phonological skills and spelling. All the children knew the vowels and
the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their
spelling was evaluated in a pre and post-test with 36 words beginning with the
consonants known. In-between they underwent a writing programme designed to
lead them to use the letters P and T to represent the initial phonemes of words. The
groups differed on the kind of words used on training (words whose initial syllable
matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4).
They also differed on the instruction used in order to lead them to think about the
relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3
—versus instructions designed to make the children think about letter sounds—Exp.
G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic
phonetisations spellings. There are no differences between groups at the number of
total phonetisations but we found some differences between groups at the quality of
the phonetisations.
Description
Keywords
Letters names Letters sounds Invented spelling Child’s spelling
Citation
Silva, C., Almeida, T., Martins, M.A. Letter names and sounds: Their implications for the phonetisation process (2010) Reading and Writing, 23 (2), pp. 147-172.