Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography

Devonshire, Victoria; Morris, Paul; Fluck, Michael

doi:10.1016/j.learninstruc.2012.11.007

Cited by 68 publications

(67 citation statements)

References 17 publications

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“…Estos datos muestran que el proceso que tiene lugar en español se asemeja al identificado en estudios realizados en otras lenguas (Devonshire et al, 2013;Kemper, Verhoeven y Bosman, 2012). En esta línea se sostiene que, al ser el conocimiento sobre las reglas de correspondencia uno de tipo declarativo, se beneficia del entrenamiento directo mediante enseñanza explícita por parte de sujetos experimentados (Berninger y Fayol, 2008;Devonshire, Morris y Fluck, 2013;Kemper, Verhoeven y Bosman, 2012).…”

Section: Discussionunclassified

“…Con relación a la adquisición del conocimiento de reglas sensibles al contexto, una serie de estudios mostraron que, dado que el conocimiento sobre las reglas es un conocimiento declarativo, se beneficia del entrenamiento directo mediante enseñanza explícita por parte de sujetos experimentados (Devonshire et al, 2013;Kemper, Verhoeven y Bosman, 2012).…”

Section: Introductionunclassified

“…En este sentido, Devonshire et al, (2013) enseñaron explícitamente a niños ingleses de cinco a siete años, contenidos sobre la aplicación de reglas de correspondencia fonema-grafema y sobre la escritura convencional de ciertos morfemas, y obtuvieron resultados significativamente superiores a los del grupo control en una prueba de escritura de palabras administrada luego de la intervención. Por su parte, Kemper et al (2012) encontraron que la instrucción explícita era la más apropiada para que los niños de 1 er grado aprendieran reglas morfológicas de escritura del holandés.…”

Section: Introductionunclassified

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Acquisition of orthographic knowledge: orthographic representations and context sensitive rules

Ferroni¹,

Diuk²,

Mena³

2016

psdc

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ResumenEn este estudio se analizó el desarrollo de conocimiento ortográfico de niños en el marco de un programa de intervención de aulas educativas en el que participaron 74 niños argentinos que cursaban 3 er grado de la escuela primaria y que fueron ubicados en dos grupos: 36 niños en un grupo de intervención y 38 en un grupo control. Con el grupo de intervención, se realizó una secuencia didáctica para promover la formación de representaciones ortográ-ficas léxicas y sub-léxicas y el aprendizaje de reglas contextuales. La comparación postest entre grupos mostró un desempeño superior del grupo de intervención en la escritura de las palabras entrenadas. También se evaluaron ambos grupos en la escritura de palabras de transferencia, palabras no específicamente trabajadas en la intervención pero que compartían reglas ortográficas, sílabas o morfemas con las palabras entrenadas. Los resultados postest mostraron que el grupo de intervención escribió significativamente mejor que el grupo control las palabras de transferencia con las mismas reglas ortográficas contextuales pero no con las que incluían cadenas subléxicas idénticas a las de las palabras de entrenamiento. Se concluye que la intervención realizada benefició la transferencia de reglas contextuales pero no de representaciones ortográficas subléxicas para la escritura de palabras desconocidas. Palabras clave: Representaciones ortográficas, reglas de escritura sensibles al contexto, palabras de transferencia. AbstractThis paper analyzed the acquisition of orthographic knowledge in 3rd grade, Spanish-speaking children. Participants were 74 Argentine children; 36 were included in an experimental group while 38 were part of a control group. The experimental group was engaged in classroom activities designed to promote the acquisition of context-sensitive correspondence rules and the establishment of orthographic representations of words, syllables and morphemes. Post-test comparisons carried out between the experimental and the control groups showed that the experimental group was significantly better in the spelling of all words trained in the program. Children were also evaluated in the spelling of transfer words, that is, words not specifically presented in the intervention program but which included the same rules, syllables or morphemes as the trained words. The experimental group outperformed the control group in the spelling of transfer words including the context-sensitive correspondence rules presented in the program. However, no differences were obtained between groups in transfer words comprising the trained syllables or morphemes. These results suggest that the intervention program was effective in promoting the transfer of newly acquired rules to non trained words but that the acquisition and transfer of syllables and morphemes may require additional processes.

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Section: Discussionunclassified

Section: Introductionunclassified

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Acquisition of orthographic knowledge: orthographic representations and context sensitive rules

Ferroni¹,

Diuk²,

Mena³

2016

psdc

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“…The existence of such relationships has been postulated by a number of researchers (Frith, 1985;Snowling, 2000;Ehri, 2005). Some of them even pointed to the fact that an isolated analysis of the development of reading and writing may lead to serious errors in the interpretation of the obtained results (Paris, 2005;Devonshire, Morris, & Fluck, 2013). Despite that, as it has been summarized by Shanahan (2016), the developmental nature of reading and writing relationships has not attracted sufficient empirical attention.…”

Section: The Development Of Written Speechmentioning

confidence: 99%

The relationship between the impressive and the expressive component of written speech and the level of executive functions in children aged 3-11 years

Jabłoński¹

2017

L1 Educational Studies in Language and Literature

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From the perspective of Lev S. Vygotsky's theory, literacy develops as a tool for executing the task of communicating with the use of script and this, in consequence, results in the development of a new higher mental function-written speech (WS). Both components of this function improve in parallel with acquisition of reading and writing: the impressive component (comprehending the meaning of a written text) and the expressive component (conveying meaning in a written form). These components reflect two directions of one process of communication and are like 'two sides of the same coin'. Reading and writing demand not only written speech activity but also activity of other mental functions, especially those necessary for planning and controlling behavior which are known as executive functions (EF). Little is found about how EF and two components of WS interact between the age of 3 and 11 when they develop quickly. The main research hypotheses are that (1) the relative dominance of the impressive and the expressive component of written speech is different across age groups, and that (2) the level of EF development is connected to patterns of dominance between the impressive and the expressive component of WS. A database from a previous cross-sectional study of 1103 healthy, Polish speaking children between the age of 3 and 11 was used for exploratory analysis of the EF-WS relationship. The subjects were examined with the use of the Literacy Assessment Battery and the paradigm of dimensional change card sort. The conducted analyses of the results confirmed both research hypotheses. Differences in the relative dominance of either the impressive or the expressive component of WS suggest that advances in the reading ability and in the writing ability cannot have the same dynamics. In turn, the level of EF development seems to predict the relation between both WS components most strongly in the age periods where the most dynamic progress in inhibitory control or cognitive flexibility takes place. Further longitudinal studies with a wider range of EF measures, which would give an opportunity to explore causal relations between EF and WS, could be promising, especially in view of identification of literacy development factors.

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“…In the light of studies which indicate that: (1) beside phonological awareness, also morphological awareness plays an important role in the development of the ability to read (Nunes, Bryant, Barros, 2012); (2) the developmental processes of reading and writing remain in a reciprocal relationship (Frith, 1985;Snowling, 2000;Ehri, 2005); (3) analyzing the constituents of literacy competence in isolation leads to serious errors in the interpretation of results (e.g. Paris, 2005;Devonshire, Morris, and Fluck, 2013), such an approach to the process of acquiring reading and writing ability turns out to be an over-simplification of this phenomenon. It also seems that studies of developmental models of literacy are necessary for a proper diagnosis of dyslexia.…”

Section: Research On Literacy Developmentmentioning

confidence: 99%

Inhibitory control and literacy development among 3- to 5-year-old children

Jabłoński¹

2014

L1 Educational Studies in Language and Literature

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In the article, two competences crucial for the development of school readiness have been analyzed: literacy and inhibitory control. The author, availing himself of the premises of Lev S. Vygotsky's theory, views the process of acquiring reading and writing skills as the development of a higher mental function -written speech. Early stages of the development of this function coincide also with the period of forming the so-called readiness to acquire reading and writing skills. It enables treating both the period before and after the beginning of formal training in literacy skills as the time during which the same developmental process operates. In addition, the author analyzes the importance of inhibitory control changes for consecutive stages of written speech development in preschoolers. This one of the most pivotal components of executive functions can be investigated already in two and a half year old children, enabling early identification of groups at risk of school difficulties. Assumptions concerning relationships between inhibitory control and literacy in the process of development were verified in a study of 336 children at the age of 3-5, with the use of Children Card Sort and Literacy Assessment Battery.KEY WORDS: executive functions, inhibitory control, written speech, literacy development, stages of learning to read and write

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Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography

Cited by 68 publications

References 17 publications

Acquisition of orthographic knowledge: orthographic representations and context sensitive rules

Acquisition of orthographic knowledge: orthographic representations and context sensitive rules

The relationship between the impressive and the expressive component of written speech and the level of executive functions in children aged 3-11 years

Inhibitory control and literacy development among 3- to 5-year-old children

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