scholarly journals Invented spelling intervention programmes: Comparing explicit and implicit instructions

2021 ◽  
Vol 39 (2) ◽  
pp. 229-245
Author(s):  
Tiago Almeida ◽  
Ana Cristina Silva ◽  
João Rosa
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
School Children ◽  
Explicit Instruction ◽  
Intervention Programs ◽  
Control Group ◽  
Invented Spelling ◽  
Intervention Programme ◽  
Instruction Group ◽  
Spelling Intervention

This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.

The long-term effect of explicit instruction on learners’ knowledge on English articles

2017 ◽  
Vol 23 (2) ◽  
pp. 179-199 ◽  
Author(s):  
Mari Umeda ◽  
Neal Snape ◽  
Noriaki Yusa ◽  
John Wiltshier
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
Instruction Group ◽  
Long Term Effect ◽  
One Year ◽  
English Articles ◽  
Generic Sentences

This study examines the role of explicit instruction in article semantics to L2 learners of English. Two types of generic sentences, expressed by different articles, were tested over time. An instruction group ( n = 21), a control group ( n = 16) and a native English speaker control group ( n = 9) participated in the study. The instruction group received nine 60-minute lessons across 9 weeks. A pre-test was administered to both groups before instruction began and four post-tests were given to both groups. The results from delayed post-tests show that the instruction group improved, but after one year little knowledge was retained. The findings suggest that explicit knowledge of articles is unlikely to be retained unless ongoing instruction is achieved.

Impacto do Ensino para o Desenvolvimento de Habilidades Fonológicas e Morfológicas em Prol da Aprendizagem da Leitura e da Escrita

2017 ◽  
Vol 18 (3) ◽  
pp. 197
Author(s):  
Andréia Alves Correa ◽  
Viviane Do Rocio Barbosa ◽  
Sandra Regina Kirchner Guimarães
Keyword(s):  
Elementary School ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Morphological Awareness ◽  
Control Group ◽  
Pedagogical Practice ◽  
Teaching Program ◽  
Reading And Writing ◽  
Positive Effects ◽  
Explicit Teaching

O presente artigo visa apresentar o impacto de um programa de ensino voltado para o desenvolvimento de habilidades metafonológicas e metamorfológicas sobre a aprendizagem da leitura e da escrita. Participaram 94 alunos do 1° ano do Ensino Fundamental, distribuídos em três Grupos experimentais - Turma E (programa de ensino para o desenvolvimento da consciência fonológica), Turma D (programa de ensino para o desenvolvimento da consciência morfológica), Turma C (programa de ensino para o desenvolvimento de habilidades metafonológicas e metamorfológicas) - e um grupo de Controle (Turma A). Os estudantes foram submetidos a pré-teste, intervenção e pós-teste. Os resultados obtidos sugerem que a prática pedagógica desenvolvida no primeiro ano do Ensino Fundamental deve ocupar-se do desenvolvimento da consciência fonológica, principalmente, da consciência fonêmica, dada sua importância na aprendizagem do princípio alfabético e, acrescentar a esta prática o ensino explícito de habilidades morfológicas, tendo em vista que os resultados obtidos, neste estudo, sustentam que o ensino explícito de elementos sonoros e elementos mórficos, de forma conjugada, gera efeitos positivos em termos de aprendizagem da leitura e da escrita.Palavras-chave: Consciência Fonológica. Consciência Morfológica. Ensino.AbstractThe present article aims to present the impacts of a teaching program aimed at the development of metaphonological and metamorphological abilities on reading and writing learning. A total of 94 students from the 1th grade of Elementary School, distributed in three experimental Groups - Class E Teaching for the development of phonological awareness), Class D (teaching program for the development of morphological awareness), Class C (teaching program for the development of metaphonological and metamorphological skills) - and a Control Group (Class A). The students were subjected to pre-test, intervention and post-test. The results suggest that the pedagogical practice developed in the first year of elementary school should focus on the development of phonological awareness, mainly phonemic awareness, given its importance in learning the alphabetical principle and add to this practice the explicit teaching of morphological skills , Considering that the results obtained in this study bear that the explicit teaching of sound elements and morphic elements, in combination, generates positive effects in terms of reading and writing skills’ learning.Keywords: Phonological Awareness. Morphological Awareness. Teaching.

Invented Spelling

1997 ◽  
Vol 28 (4) ◽  
pp. 333-343 ◽  
Author(s):  
Linda J. Lombardino ◽  
Tara Bedford ◽  
Christine Fortier ◽  
Jennifer Carter ◽  
John Brandi
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Disabilities ◽  
Literacy Acquisition ◽  
Invented Spelling ◽  
Valid Measure ◽  
Spelling Errors ◽  
Reading Success ◽  
Highly Correlated

Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.

Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

10.1558/35594 ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction

2018 ◽  
Vol 2 (2) ◽  
pp. 164-188
Author(s):  
Neal Snape ◽  
Mari Umeda
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Control Group ◽  
English Speaker ◽  
Instruction Group ◽  
Post Test ◽  
Japanese Learners ◽  
One Year ◽  
Study Participants

This study examines the role of explicit instruction in article meanings to L1-Japanese learners of L2-English. An instruction group (n = 21), a control group (n = 16) and a native English speaker group (n = 9) participated in this study. Participants were asked to rate the acceptability of [±definite] and [±specific] sentences on a scale of 1–4 (1 = unacceptable; 4 = acceptable) in relation to a context for pre- and three post-tests. A pre-test was administered to both groups before instruction began and three post-tests were given to both groups. The instruction group received seven, sixty-minute lessons across seven weeks on instruction in the concepts of definiteness and specificity. Post-test 1 was administered to all participants at the end of the instruction period; post-test 2 was given after a twelve-week summer break; post-test 3 was one year after instruction had ended. The findings show that the instruction group made some gains in consolidating their understanding of the concepts during the instruction period, but after one year little explicit knowledge was retained.

scholarly journals Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL

2020 ◽  
Vol 58 (4) ◽  
pp. 419-442
Author(s):  
Esther Gomez Lacabex ◽  
Francisco Gallardo-del-Puerto
Keyword(s):  
Phonological Awareness ◽  
Explicit Instruction ◽  
General Pattern ◽  
Control Group ◽  
Intervention Period ◽  
Teacher Input ◽  
Before And After ◽  
Post Test ◽  
Disyllabic Words ◽  
Phonetic Instruction

AbstractThe present study aims at determining whether instruction in the form of explicit phonetic training and of implicit exposure to native input impacted Content and Language Integrated Learning (CLIL) students’ phonological awareness of the occurrence of English schwa in unstressed syllables of content words (bacon). Four intact CLIL groups were administered a perception task immediately before and after an intervention period of one month in which two groups underwent explicit instruction on the incidence of reduced vowels versus full vowels in English disyllabic words while another group was exposed to native input in their CLIL sessions. A fourth CLIL group with neither explicit intervention nor native teacher input served as control group. All four groups tended to judge both schwas and full vowels as correct in the pre-test, indicating that they were not knowledgeable of the general pattern of vowel reduction occurrence in unstressed syllables in English prior to intervention. In the post-test, the three experimental groups significantly improved their ability to identify full vowels as incorrect, the groups receiving explicit instruction exhibiting higher gains than the group which was implicitly exposed to native input.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Predictors of Problematic Video Game Usage in Childhood and Adolescence

2013 ◽  
Vol 59 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Thomas Mößle ◽  
Florian Rehbein
Keyword(s):  
Social Environment ◽  
School Children ◽  
Video Game ◽  
Video Gaming ◽  
Control Group ◽  
Childhood And Adolescence ◽  
Longitudinal Control ◽  
Peer Problems ◽  
Media Usage ◽  
Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

Effectiveness of Child to Parent Communication Using Information Package on Food Hygiene

2018 ◽  
Vol 3 (07) ◽  
Author(s):  
Ms. Sonam Yangchen Bhutia ◽  
Dr. Sushma Kumari Saini ◽  
Dr. Manmeet Kaur ◽  
Dr. Sandhya Ghai
Keyword(s):  
School Children ◽  
Home Visit ◽  
Controlled Trial ◽  
Family Members ◽  
Sampling Technique ◽  
Control Group ◽  
Food Hygiene ◽  
Parent Communication ◽  
Post Test ◽  
Randomised Controlled

School children can act as change agent not only for families but for community. The study aimed to assess effectiveness of information package on knowledge and practices of parents/family members of school children studying in Govt. Sr. Sec. School on food hygiene in Dhanas and Daddu Majra Colony, UT, Chandigarh. A non-randomised controlled trial was conducted on 201 school children studying in VIIth standard and their parents/family members. Purposive sampling technique was utilised to enrol 101 in case and 100 participants in control group. Interview schedule for knowledge assessment and observation checklist for assessing the practices of parents/ family members was used. Pre assessment of both the groups was done by a home visit. Experimental group school children were educated on food hygiene as per the protocol. Pre and post-test knowledge of school children on food hygiene was assessed and were asked to disseminate the information to their parents/family members.  After 15 days, second time home visit was done to the parents/family members of both the groups for the post assessment of knowledge and practices. Significant improvement in knowledge and practices of parents/family members related to food hygiene was observed. Hence, school children can be an effective tool in health related knowledge dissemination which can further promote healthy practices.

Berat Badan, Panjang Badan dan Faktor Genetik sebagai Prediktor Terjadinya Stunted pada Anak Sekolah

2017 ◽  
Vol 19 (2) ◽  
pp. 95
Author(s):  
Hetriana Leksananingsih ◽  
Slamet Iskandar ◽  
Tri Siswati
Keyword(s):  
Birth Weight ◽  
Nutritional Status ◽  
School Children ◽  
Genetic Factors ◽  
Control Group ◽  
Case Group ◽  
Normal Birth Weight ◽  
Chi Square ◽  
Normal Birth ◽  
Chi Square Test

Background: Riskesdas in 2013 showed that Yogyakarta (DIY) had a prevalence of stunted new kid in school is less than the national average, which is 14.9% (MOH, 2013). Stunted or short, is a linear growth retardation has been widely used as an indicator to measure the nutritional status of individuals and community groups. Stunted can be influenced by several factors: birth weight, birth length match and genetic factors. Objective: To determine the weight, length of low birth weight and genetic factors as predictors of the occurrence of stunted on elementary school children. Methods: The study was a case control analytic. Research sites in SD Muhammadiyah Ngijon 1 Subdistrict Moyudan. The study was conducted in May and June 2015. The subjects were school children grade 1 to grade 5 the number of cases as many as 47 children and 94 control children. With the inclusion criteria of research subjects willing to become respondents, was present at the time of the study, they have a father and mother, and exclusion criteria have no data BB and PB birth, can not stand upright. The research variables are BBL, PBL, genetic factors and TB / U at this time. Data were analyzed by chi-square test and Odd Ratio (OR) calculation. Results: In case group as much as 91.5% of normal birth weight and length of 80.9% of normal birth weight, most of the height of a normal mother and father as many as 85.1%. In the control group as much as 78.7% of normal birth weight and 61.7% were born normal body length, height mostly normal mom and dad that 96.7% of women and 90.4% normal normal father. Statistical test result is no significant correlation between height mothers with stunted incidence in school children, and the results of chi-square test P = 0.026 with value Odd Ratio (OR) of 3.9 and a range of values from 1.091 to 14.214 Cl95%. Conclusion: High maternal body of mothers can be used as predictors of the occurrence of stunted school children and mothers with stunted nutritional status have 3.9 times the risk of having children with stunted nutritional status.

Sign in / Sign up

Export Citation Format

Share Document