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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers

Full text
Author(s):
Sargiani, Renan De Almeida [1] ; Ehri, Linnea Carlson [2] ; Maluf, Maria Regina [1]
Total Authors: 3
Affiliation:
[1] Univ Sao Paulo, Sao Paulo - Brazil
[2] CUNY, Grad Ctr, New York, NY 10016 - USA
Total Affiliations: 2
Document type: Journal article
Source: APPLIED PSYCHOLINGUISTICS; v. 39, n. 6 NOV 2018.
Web of Science Citations: 0
Abstract

An experiment and a follow-up study were conducted with Brazilian Portuguese-speaking kindergartners (N = 90), mean age 53 months, to examine whether emergent readers benefit more from instruction in orthographic mapping (OM) of phonemes than OM of syllables at the outset of learning to read and write, and whether the addition of articulatory gestures in the OM training of phonemes enhances the benefit. In the experiment, children received instruction in small groups in one of four conditions: OM of phonemes with letters and articulation (OMP + A); OM of phonemes with letters but no articulation (OMP); OM of syllables and their spellings (OMS); and no OM control. Results showed that the OMP + A group outperformed the others in phonemic segmentation, reading, and spelling. On literacy assessments 1.5 years later, only the OMP + A group re membered how to segment words into phonemes. We conclude that despite the greater salience and accessibility of syllables than phonemes in spoken Portuguese, teaching phonemic OM better prepares emergent readers to move into reading and spelling than teaching syllabic OM. Moreover, instruction that includes articulation as well as letters to segment words is especially effective. Results support a gmphophonemic connectionist theory of emergent reading and spelling. (AU)

FAPESP's process: 13/12602-5 - Early learning of reading and writing among children aged 3, 4 and 5 years: an experimental study on different types of training in phonemic segmentation
Grantee:Renan de Almeida Sargiani
Support Opportunities: Scholarships in Brazil - Doctorate
FAPESP's process: 14/00711-7 - Impact of phonemic awareness instruction on the early phases of development in learning to read and spell
Grantee:Renan de Almeida Sargiani
Support Opportunities: Scholarships abroad - Research Internship - Doctorate