The Effect of Writing on Phonological Awareness in Spanish

Abstract

The main purposes of the research reported here were: () to examine the relationship between children's level of writing and phonological awareness and (2) to consider the physical presence of writing as an important variable in phonological awareness studies. We present the results of two different studies concerning phonological awareness in Spanish-speaking kindergarteners. Study 1 comprised a blending task (not previously reported) and two different segmentation tasks, which have previously been reported in Vernon and Ferreiro (1999) and Vernon (2002). The second study deals with a letter-identification task, which has not been discussed in previous papers, and two initial phoneme deletion tasks (Vernon, Calderon, & Castro, 2004; Vernon, 2002). Results for both studies show that in all the tasks, the children's level of writing explains most variance. The physical presence of writing is also an important variable for segmentation and deletion tasks.

Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana

“…No significant differences were found between E and SE in six of the 10 tests. The effect of the Ouvir as Letras programme was thus demonstrated in phonological knowledge skills, letter knowledge, phoneme-grapheme correspondence, written text awareness and invented spelling, confirming previous studies arguing that the intervention helps to promote such skills (Anthony et al, 2007;Foulin, 2005;Herrera et al, 2007;Sénéchal et al, 2001;Share, 2004;Silva & Alves Martins, 2003;Vernon, 2007;Zucker et al, 2009).…”

“…Además no se encontraron diferencias significativas entre los grupos E y SE en seis de las 10 pruebas. Así, el efecto del programa Ouvir as Letras se manifestó en las habilidades de conciencia fonológica, conocimiento de letras, correspondencia fonema-grafema, conciencia de textos escritos y escritura espontánea confirmando, como otros estudios previos, que la intervención potencia la promoción de estas habilidades (Anthony et al, 2007;Foulin, 2005;Herrera et al, 2007;Sénéchal et al, 2001;Share, 2004;Silva & Alves Martins, 2003;Vernon, 2007;Zucker et al, 2009).…”

“…Los estudios destacan como habilidades fundamentales para el aprendizaje de la lectoescritura el lenguaje oral (Sénéchal, LeFevre, & Smith-Chant, 2001), la conciencia fonológica y fonémica (Anthony, Williams, McDonald, & Francis, 2007;Herrera, Defior, & Lorenzo, 2007;Pufpaff, 2009), el conocimiento de letras, la correspondencia grafema-fonema (Foulin, 2005;Share, 2004), la conciencia de textos escritos (Zucker, Ward, & Justice, 2009) y la escritura espontánea (Silva & Alves Martins, 2003;Tolchinsky, 2003;Vernon, 2007).…”

“…In terms of the basic skills needed for learning to write and read, the studies emphasize the importance of oral language (Sénéchal, LeFevre, Smith-Chant, & Colton, 2001), phonological and phonemic awareness (Anthony, Williams, McDonald, & Francis, 2007;Herrera, Defior, & Lorenzo, 2007;Pufpaff, 2009), letter awareness, grapheme-phoneme correspondence (Foulin, 2005;Share, 2004), awareness of written texts (Zucker, Ward, & Justice, 2009) and invented spelling (Silva & Alves Martins, 2003;Tolchinsky, 2003;Vernon, 2007).…”

La palabra escrita y la palabra oral al final de sala de 5 años

“…Hipótesis 4 -La única tarea puramente oral (omisión del primer fonema) es una tarea poco habitual tanto para los niños de las Escuelas X como para los de las Escuelas Z. Si, como la bibliografía sugiere (Vernon y Ferreiro 1999, Vernon, 2007 En consecuencia, en los contrastes antes expuestos se puede apreciar el doble interés, teórico y práctico, de la presente investigación.…”