Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese

Albuquerque, Ana; Martins, Margarida Alves

doi:10.17239/jowr-2022.14.01.04

Cited by 4 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the results emphasize the moderate strength of the associations between emergent writing skills (letter writing and spontaneous writing) and student’s reading and spelling performance during the literacy acquisition process in Portuguese. Considering that emergent writing accounts for a lower amount of research in the emergent literacy field and that most studies conducted with Portuguese speaking children only assess the invented spelling skill, these findings evidence the contributions of letter writing and spontaneous writing to the literacy acquisition process in a Brazilian context [ 7 , 47 ].…”

Section: Discussionmentioning

confidence: 97%

“…According to Lonigan [ 6 ], emergent literacy can be defined as skills, knowledge, and attitudes that children learn about reading and writing before they learn to read or write in the conventional sense. The assessment of emergent literacy skills contributes to the early identification of children at risk of developing reading and writing difficulties, supporting monitoring the students’ learning process, and highlighting effective teaching and intervention practices [ 1 , 5 , 6 , 7 ]. However, the type of emergent skill that is more strongly related to reading and writing performance varies according to the student’s grade, as education level is an important factor that influences the strength of associations between emergent literacy and written language [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Research conducted with Brazilian children has shown significant associations between phonological awareness and oral language and reading and writing performance during literacy acquisition [ 30 , 31 , 32 , 33 ]. On the other hand, print awareness and emergent writing have been less studied in Brazilian literature [ 7 ]. Understanding how each emergent literacy component contribute to written language development during literacy acquisition in Portuguese is relevant since associations strengths and significance levels may vary in different linguistics contexts [ 2 , 23 , 34 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19

Borges

Koltermann

Minervino

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

The contributions of emergent literacy skills to reading and writing development have been evidenced in different linguistic contexts. The worsening of the Brazil literacy scenario during the pandemic denoted the importance of a better understanding of these contributions’ specificities in Brazilian Portuguese to support evidence-based mitigation strategies. This study aimed to analyze the associations between emergent literacy components (emergent writing, alphabet knowledge, vocabulary, and phonological awareness) and word/pseudoword reading and spelling performance in first grade students during COVID-19. A total of 42 children (Mage = 6.29 years, SD = 0.45, 52.4% female) participated remotely in this study. Correlations and multilinear regression analyses were conducted. The results show significant associations between emergent literacy components and reading and spelling performance. Stronger associations were found with specific emergent skills such as letter writing, spontaneous writing, letter-sound production, and alliteration. Regression models indicated that children’s performance in early literacy skills explained 49% of the variance in reading and 55% of the variance in spelling. This study highlighted the role of emergent writing and alphabet knowledge as reading and spelling predictors during literacy acquisition in Brazilian Portuguese. Implications for educational context and directions for remediating the negative impact of the pandemic on learning were discussed.

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19

Borges

Koltermann

Minervino

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…Based on this result, it has been suggested that prosodic awareness may also be related to learning to spell words (Gutierrez-Palma et al, 2019). Recent studies show that phonological awareness directly affects spelling, and its effect on reading is through invented orthography (Albuquerque and Martins, 2022). It has been found that children's invented spelling predicts their subsequent spelling and reading performance (Ouellette andSénéchal, 2017, Treiman et al, 2019) and contributes to their learning to spell and read (Ouellette and Sénéchal, 2017).…”

Section: Phonological Awareness and Literacymentioning

confidence: 99%

Direct and Indirect Effects Between First Literacy Errors, Visual Perception, and Phonological Awareness Variables

ÖZCAN

Yıldız

2022

IJCRSEE

View full text Add to dashboard Cite

This research is a descriptive study in the survey model to determine the direct and indirect effects between visual perception, phonological awareness, and literacy errors. The design of the study is exploratory correlational design. 552 first-grade primary school students participated in the study. The data were collected using measurement tools named phonological awareness, visual perception, word-sentence writing/spelling, and reading errors. According to the findings, visual perception affects sentence writing/spelling both directly and through word-writing-reading errors. Visual perception affects reading errors both directly and through word-sentence writing errors. The results show that the development of prerequisite skills and reading are mediated by writing, writing/spelling are mediated by reading, and learning develops in a spiral manner. It can be said that children’s reading-writing/spelling errors increase because they have difficulty in converting from sound to the letter, from letter to sound, and in synthesizing and analyzing according to their initial level of phonological awareness and visual perception development.

show abstract

“…Beyond a few cases in which the orthographic rendition of the word is phonologically unpredictable (e.g., the voiceless velar/k/followed by the vowel/u/is rendered in/kwadro/ [picture] as "quadro"). Preschoolers with high levels of notational awareness show the ability to master the reciprocal sound-sign correspondence at the basis of reading and writing words, the availability in memory of the orthographic representation of the letters of a word and ability to transfer all this knowledge to a sheet of paper (Sénéchal et al, 2001;Pinto et al, 2009) with positive repercussions on their later reading and writing acquisitions in 10.3389/fpsyg.2023.1113822 Frontiers in Psychology 03 frontiersin.org primary school years (Ouellette and Sénéchal, 2017;Albuquerque and Alves Martins, 2022). Thus, it may be expected that preschoolers' notational skills play a significant role in predicting reading and writing in interaction with home literacy.…”

Section: Home Literacy and Emergent Literacy Skills In Preschoolmentioning

confidence: 99%

The role of preschoolers’ home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model

2023

View full text Add to dashboard Cite

The importance of the quality of home literacy environment and practices (HLE&P) in the earliest years on children’s reading and writing development is recognized in the literature. However, whether and to what extent this relationship between preschoolers’ HLE&P on their later reading and writing skills in primary school is mediated by emergent literacy competence remains to be clarified. It may be that preschool constitutes a significant opportunity for children to develop notational awareness and phonological awareness which are emergent literacy skills that are fundamental for later reading and writing skills. Children who experience literacy-poor HLE&P with fewer opportunities to practice more complex language skills and diverse vocabulary might develop adequate reading and writing skills when their emergent literacy skills in preschool are high (notational and phonological awareness). This longitudinal study aimed to investigate the mediational role of preschoolers’ emergent literacy skills in preschool (notational and phonological awareness) in the relationship between HLE&P and reading and writing skills shown by the same children in primary school using a large-scale dataset. A total of 115 children (mean-age at last year of preschool = 4.88 ± 0.36) took part in the research. In preschool, children performed emergent literacy tasks and their parents completed a home literacy questionnaire. Later, in primary school, children completed standardized assessments of spelling (orthographic accuracy and fluency in a dictation task) and reading decoding (accuracy and speed in a text reading task) skills. The results of mediational analyses showed that notational awareness totally mediates the relationship between HLE&P and reading speed (𝛽= − 0.17, p < 0.05) and writing accuracy (𝛽=0.10, p < 0.05), but not for reading accuracy in primary school. The mediational model with phonological awareness as mediator was not significant. The results are discussed in the light of the effect of preschool in contributing to filling children’s home literacy gaps and disadvantages. In preschool, emergent literacy programs are essential to counterbalance the needs of preschoolers to develop adequate reading and writing skills when the family cannot provide enriched HLE&P from the early years of life.

show abstract

Invented spelling as a tool to develop early literacy: The predictive effect on reading and spelling acquisition in Portuguese

Cited by 4 publications

References 0 publications

The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19

The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19

Direct and Indirect Effects Between First Literacy Errors, Visual Perception, and Phonological Awareness Variables

The role of preschoolers’ home literacy environment and emergent literacy skills on later reading and writing skills in primary school: A mediational model

Contact Info

Product

Resources

About