| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 429.14 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O objectivo deste estudo é comparar programas de intervenção de escritas inventadas de natureza
construtivista ou transmissiva. Participaram nesta investigação 78 crianças de idade pré-escolar, cujas
escritas não representavam ainda os sons, tendo sido distribuídas por cinco grupos, quatro experimentais
e um de controlo, equivalentes quanto à idade, inteligência, número de letras conhecidas e
consciência fonológica. Entre o pré e o pós teste, as crianças dos grupos experimentais participaram
num programa de intervenção de escritas inventadas de natureza construtivista ou transmissiva,
manipulando-se ainda variáveis relacionadas com as características das palavras de treino e o tipo
de instruções. Só se verifi cou uma evolução signifi cativa da qualidade das escritas inventadas nas
crianças que participaram nos programas de intervenção de natureza construtivista.
Abstract The aim of this study was to compare two intervention programs of invented spelling, a constructivist and a knowledge-transmission one. Participants were 78 pre-school children, whose invented spelling did not represent any sounds, distributed into fi ve groups, four experimental and a control one with equivalent age, intelligence, number of known letters and phonological awareness. Between the pre- -and post-test, children from experimental groups participated in an intervention program of invented spelling (constructivist or knowledge transmission), and there were manipulated variables related to the characteristics of the training words and the type of instructions. There has been signifi cant evolution in the quality of invented spelling only in children who participated in the constructivist intervention programs.
Abstract The aim of this study was to compare two intervention programs of invented spelling, a constructivist and a knowledge-transmission one. Participants were 78 pre-school children, whose invented spelling did not represent any sounds, distributed into fi ve groups, four experimental and a control one with equivalent age, intelligence, number of known letters and phonological awareness. Between the pre- -and post-test, children from experimental groups participated in an intervention program of invented spelling (constructivist or knowledge transmission), and there were manipulated variables related to the characteristics of the training words and the type of instructions. There has been signifi cant evolution in the quality of invented spelling only in children who participated in the constructivist intervention programs.
Description
Keywords
Programas de intervenção Escritas inventadas Construtivismo Instrução transmissiva Invented spelling programs Constructivism Knowledge
Citation
Silva, Cristina, & Almeida, Tiago. (2015). Invented Spelling Training Programs: Comparing Knowledge-Transmission Model and the Constructivist Model of Learning. Psicologia: Reflexão e Crítica, 28(3), 613-622. https://dx.doi.org/10.1590/1678-7153.201528320