Invented Spelling and Reading Acquisition in Pre-school-age Children
Keywords:
Spelling programme, Reading, Pre-schoolAbstract
Several researchers have shown that invented spelling activities with pre-school-age children contribute to
literacy acquisition, having a positive impact on the evolution of children’s writing and phonological awareness. Our aim was
to assess the impact of an invented spelling programme on reading acquisition. The participants were 60 Portuguese 5-yearold
children who were not able to read or write. Children were randomly divided in two groups, experimental and control,
equivalent in terms of knowledge of letters, phonological abilities and intelligence. The experimental group participated in an
invented spelling programme and the control group in a story reading programme. Children’s word reading was evaluated in
a pre-test, a post-test and a differed post- test. Experimental group had better results in both post-tests.
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References
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Alves Martins, M., & Silva, C. (2006a). The impact of invented
spelling on phonemic awareness. Learning and Instruction,
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Alves Martins, M., & Silva, C. (2006b). Phonological abilities
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Journal of Psychology of Education, 21, 163-182. doi: 10.1007/
BF0373575
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“codigo”. In E. Ferreiro (Ed.), Relaciones de (in)dependencia
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editorial.
Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations
of spelling ability: Evidence from 3-year longitudinal study.
Journal of Memory and Language, 45, 751-754.
Cardoso-Martins, C., & Batista, A. (2005). O conhecimento do
nome das letras e o desenvolvimento da escrita: Evidência de
crianças falantes do português. Psicologia: Reflexão e Crítica,
18, 330-336.
Chomsky, C. (1970). Reading, writing and phonology. Harvard
Educational Review, 40, 287-309.
Clarke, L. K. (1988). Invented versus traditional spelling in first
graders’ writings: Effects on learning to spell and read.
Research in the Teaching of English, 22, 281-309.
Clay, M. (1972). Reading: The patterning of complex behaviour.
London: Heinemann.
Ehri, L. C. (1991). The development of reading and spelling in
children: An overview. In M. Snowling & M. Thomson (Eds.),
Dyslexia: Integrating theory and practice (pp. 63-94). London:
British Dyslexia Association.
Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help
beginners learn to read words? Reading Research Quarterly,
20, 47-65.
Ferreiro, E. (1988). L´écriture avant la lettre. In H. Sinclair (Ed.),
La prodution des notations chez le jeune enfant (pp.18-69).
Paris: Presses Universitaires de France.
Ferreiro, E., & Teberosky, A. (1979). Los sistemas de escritura en
el desarrollo del niño. México: Siglo XXI.
Goswami, U., Ziegler, J. C., Dalton, L., & Schneider, W. (2003).
Nonword reading across orthographies: How flexible is the
choice of reading units? Applied Psycholinguistics, 24, 235-
247. doi: 10.1017/S0142716403000134
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B.
(1974). Reading and the awareness of linguistic segments.
Journal of Experimental Child Psychology, 18, 201-212. doi:
10.1016/0022-0965(74)90101-5
Mann, V. A. (1993). Phoneme awareness and future reading ability.
Journal of Learning Disabilities, 26, 259-269.
McBride-Chang, C. (1998). The development of invented spelling.
Early Education and Development, 9, 147-160. doi: 10.1207/
s15566935eed0902_3
Ouellette, G., & Sénéchal, M. (2008a). A window into early
literacy: Exploring the cognitive and linguistic underpinnings
of invented spelling. Scientific Studies of Reading, 12(2), 195-
219. doi: 10.1080/10888430801917XXX
Ouellette, G., & Sénéchal, M. (2008b). Pathways to literacy: A
study of invented spelling and its role in learning to read.
Child Development, 79(4), 899-913. doi: 10.1111/j.1467-
8624.2008.01164.x
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis.
In L. Vehoeven. C. Elbro & P. Reitsma (Eds.), Precursors of
functional literacy (pp. 189-213). Amsterdam/Philadelphia:
John Benjamins.
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s
Progressive Matrices and Vocabulary Scale. Section I. General
Overview. Oxford: Oxford Psychologists Press.
Read, C. (1971). Pre-school children’s knowledge of English
phonology. Harvard Educational Review, 41, 1-34.
Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005).
Effects of various early writing practices on reading and
spelling. Scientific Studies of Reading, 9, 145-166. doi:
10.1207/s1532799xssr0902_3
Richgels, D. (1995). Invented spelling ability and printed word
learning in kindergarten. Reading Research Quarterly, 30(1),
96-109.
Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of
kindergarten writing to grade 1 literacy: a longitudinal study
in Hebrew. Applied Psycholinguistics, 21, 1-21.
Silva, C. (2008). Bateria de provas fonológicas. Lisboa: ISPA.
Silva, C., & Alves Martins, M. (2002). Phonological skills and
writing of pre-syllabic children. Reading Research Quarterly,
37, 466-483. doi: 10.1598/RRQ.37.4.6
Tolchinsky, L. (2005). The emergence of writing. In C. MacArthur,
S. Graham & J. Fitzgerald (Eds.), Handbook of writing research
(pp. 83-96). New York: Guilford.
Treiman, R. (1998). Why spelling? The benefits of incorporating
spelling into beginning reading instruction. In J. L. Metsala &
L.C. Ehri (Eds.), Word recognition in beginning literacy (pp.
289-313). Mahwah, NJ: Erlbaum.
Treiman, R. (2004). Phonology and spelling. In P. Bryant & T. Nunes
(Eds.), Handbook of children’s literacy (pp. 31-42). Dordrecht,
the Netherlands: Kluwer.
print. Cambridge, MA: MIT Press.
Alves Martins, M., & Silva, C. (2006a). The impact of invented
spelling on phonemic awareness. Learning and Instruction,
16, 41-5. doi: 10.1016/j.learninstruc.2005.12.005
Alves Martins, M., & Silva, C. (2006b). Phonological abilities
and writing among Portuguese preschool children. European
Journal of Psychology of Education, 21, 163-182. doi: 10.1007/
BF0373575
Blanche-Beneviste, C. (2002). La escritura, irreducible a un
“codigo”. In E. Ferreiro (Ed.), Relaciones de (in)dependencia
entre oralidad y escritura (pp. 15-30). Barcelona: Geddisa
editorial.
Caravolas, M., Hulme, C., & Snowling, M. J. (2001). The foundations
of spelling ability: Evidence from 3-year longitudinal study.
Journal of Memory and Language, 45, 751-754.
Cardoso-Martins, C., & Batista, A. (2005). O conhecimento do
nome das letras e o desenvolvimento da escrita: Evidência de
crianças falantes do português. Psicologia: Reflexão e Crítica,
18, 330-336.
Chomsky, C. (1970). Reading, writing and phonology. Harvard
Educational Review, 40, 287-309.
Clarke, L. K. (1988). Invented versus traditional spelling in first
graders’ writings: Effects on learning to spell and read.
Research in the Teaching of English, 22, 281-309.
Clay, M. (1972). Reading: The patterning of complex behaviour.
London: Heinemann.
Ehri, L. C. (1991). The development of reading and spelling in
children: An overview. In M. Snowling & M. Thomson (Eds.),
Dyslexia: Integrating theory and practice (pp. 63-94). London:
British Dyslexia Association.
Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help
beginners learn to read words? Reading Research Quarterly,
20, 47-65.
Ferreiro, E. (1988). L´écriture avant la lettre. In H. Sinclair (Ed.),
La prodution des notations chez le jeune enfant (pp.18-69).
Paris: Presses Universitaires de France.
Ferreiro, E., & Teberosky, A. (1979). Los sistemas de escritura en
el desarrollo del niño. México: Siglo XXI.
Goswami, U., Ziegler, J. C., Dalton, L., & Schneider, W. (2003).
Nonword reading across orthographies: How flexible is the
choice of reading units? Applied Psycholinguistics, 24, 235-
247. doi: 10.1017/S0142716403000134
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B.
(1974). Reading and the awareness of linguistic segments.
Journal of Experimental Child Psychology, 18, 201-212. doi:
10.1016/0022-0965(74)90101-5
Mann, V. A. (1993). Phoneme awareness and future reading ability.
Journal of Learning Disabilities, 26, 259-269.
McBride-Chang, C. (1998). The development of invented spelling.
Early Education and Development, 9, 147-160. doi: 10.1207/
s15566935eed0902_3
Ouellette, G., & Sénéchal, M. (2008a). A window into early
literacy: Exploring the cognitive and linguistic underpinnings
of invented spelling. Scientific Studies of Reading, 12(2), 195-
219. doi: 10.1080/10888430801917XXX
Ouellette, G., & Sénéchal, M. (2008b). Pathways to literacy: A
study of invented spelling and its role in learning to read.
Child Development, 79(4), 899-913. doi: 10.1111/j.1467-
8624.2008.01164.x
Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis.
In L. Vehoeven. C. Elbro & P. Reitsma (Eds.), Precursors of
functional literacy (pp. 189-213). Amsterdam/Philadelphia:
John Benjamins.
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s
Progressive Matrices and Vocabulary Scale. Section I. General
Overview. Oxford: Oxford Psychologists Press.
Read, C. (1971). Pre-school children’s knowledge of English
phonology. Harvard Educational Review, 41, 1-34.
Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005).
Effects of various early writing practices on reading and
spelling. Scientific Studies of Reading, 9, 145-166. doi:
10.1207/s1532799xssr0902_3
Richgels, D. (1995). Invented spelling ability and printed word
learning in kindergarten. Reading Research Quarterly, 30(1),
96-109.
Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of
kindergarten writing to grade 1 literacy: a longitudinal study
in Hebrew. Applied Psycholinguistics, 21, 1-21.
Silva, C. (2008). Bateria de provas fonológicas. Lisboa: ISPA.
Silva, C., & Alves Martins, M. (2002). Phonological skills and
writing of pre-syllabic children. Reading Research Quarterly,
37, 466-483. doi: 10.1598/RRQ.37.4.6
Tolchinsky, L. (2005). The emergence of writing. In C. MacArthur,
S. Graham & J. Fitzgerald (Eds.), Handbook of writing research
(pp. 83-96). New York: Guilford.
Treiman, R. (1998). Why spelling? The benefits of incorporating
spelling into beginning reading instruction. In J. L. Metsala &
L.C. Ehri (Eds.), Word recognition in beginning literacy (pp.
289-313). Mahwah, NJ: Erlbaum.
Treiman, R. (2004). Phonology and spelling. In P. Bryant & T. Nunes
(Eds.), Handbook of children’s literacy (pp. 31-42). Dordrecht,
the Netherlands: Kluwer.
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Published
2015-11-16
How to Cite
Martins, M. A., Albuquerque, A., Salvador, L., & Silva, C. (2015). Invented Spelling and Reading Acquisition in Pre-school-age Children. Psicologia: Teoria E Pesquisa, 31(2), 137–144. Retrieved from https://periodicos.unb.br/index.php/revistaptp/article/view/18117
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Estudos Empíricos
