Letter names and sounds: their implications for the phonetisation process |
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| Authors: | Cristina Silva Tiago Almeida and Margarida Alves Martins |
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| Institution: | (1) Instituto Superior de Psicologia Aplicada (Higher Institute of Applied Psychology—I.S.P.A.), UIPCDE, Rua Jardim do Tabaco, 34, 1149-041 Lisbon, Portugal; |
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| Abstract: | Our aim was to analyse the impact of the characteristics of words used in spelling programmes and the nature of instructional
guidelines on the evolution from grapho-perceptive writing to phonetic writing in preschool children. The participants were
50 5-year-old children, divided in five equivalent groups in intelligence, phonological skills and spelling. All the children
knew the vowels and the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their spelling was evaluated
in a pre and post-test with 36 words beginning with the consonants known. In-between they underwent a writing programme designed
to lead them to use the letters P and T to represent the initial phonemes of words. The groups differed on the kind of words
used on training (words whose initial syllable matches the name of the initial letter—Exp. G1 and Exp. G2—versus words whose
initial syllable is similar to the sound of the initial letter—Exp. G3 and Exp. G4). They also differed on the instruction
used in order to lead them to think about the relations between the initial phoneme of words and the initial consonant (instructions
designed to make the children think about letter names—Exp. G1 and Exp. G3—versus instructions designed to make the children
think about letter sounds—Exp. G2 and Exp. G4). The 5th was a control group. All the children evolved to syllabic phonetisations
spellings. There are no differences between groups at the number of total phonetisations but we found some differences between
groups at the quality of the phonetisations. |
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