Phonological Abilities and Writing among Portuguese Preschool Children

Autor/inn/en	Martins, Margarida Alves; Silva, Cristina
Titel	Phonological Abilities and Writing among Portuguese Preschool Children
Quelle	In: European Journal of Psychology of Education, 21 (2006) 2, S.163-182 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Experimental Groups; Control Groups; Age; Preschool Children; Foreign Countries; Writing Skills; Phonology; Phonetics; Pretests Posttests; Teaching Methods; Intelligence; Alphabets; Skill Development; Attribution Theory; Portugal + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Writing skill; Schreibfertigkeit; Fonologie; Phonetik; Fonetik; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligenz; Klugheit; Buchstabenschrift; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	The objective of this study was to identify causal relationships between the development of phonological abilities and progress in writing in preschool children. The participants were 44 children, with an average age of 5 years and 6 months, and whose writing was syllabic with phonetization. The children were divided into three groups. They were subjected to a pre-test and a post-test that were intended to evaluate both their writing and their phonological skills. In between the two tests experimental group 1 underwent a writing training program designed to lead them to produce syllabic-alphabetic/alphabetic writing, while experimental group 2 was subjected to a phonological training program designed to work on phonetic units. The third group served as a control group. The number of letters known and the level of intelligence were controlled. The children in the two experimental groups achieved results that revealed a similar degree of progress (greater than the control group) in both their writing and their phonological abilities. (Contains 8 tables and 2 figures.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10