Invented spelling intervention programmes: Comparing explicit and implicit instructions
نویسندگان
چکیده
This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction graph-phonetics matches and another based on questioning reflection graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose spellings use conventional letters unconventionally represent sounds, were allocated three groups, experimental control. All groups equivalent in age, intelligence, letter knowledge, phonological awareness. We manipulated type instructions vs. explicit) between pre- post-tests where children participated an programme spelling. Children who implicit showed a significant improvement number correct mobilized their phonemic awareness compared control group. from group more improvements than These results suggest that applied programmes seems enhance knowledge about relations oral written code.
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ژورنال
عنوان ژورنال: Análise psicológica
سال: 2021
ISSN: ['0870-8231', '2182-2980', '1646-6020']
DOI: https://doi.org/10.14417/ap.1848