Relations between Children's Invented Spelling and the Development of Phonological Awareness

Educational Psychology

Volumn 23, Issue 1, 2003, Pages 3-16

  Silva, C ^a   Martins, M A ^a  

^a INSTITUTO SUPERIOR DE PSICOLOGIA APLICADA   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344630187     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/01443410303218     Document Type: Article

References (42)

1. Adams, M. (1998). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
2. Alvarado, M. (1998). Consciencia fonológica y escritura en ninos preescolares: la posibilidad de omitir el primer segmente. Lectura y Vida, 3, 42-50.
3. Alves Martins, M. (1994). Conceptualizações infantis sobre a linguagem escrita e aprendizagem da leitura. Discursos, 8, 53-70.
4. Alves Martins, M. (1996). Pré-história da aprendizagem da leitura. Lisboa: ISPA.
5. Alves Martins, M., & Quintas Mendes, A. (1987). Evolução das conceptualizações infantis sobre a escrita. Análise Psicológica, 5, 499-508.
6. Alves Martins, M., & Silva, C. (1999). Os nomes das letras e a fonetização da escrita. Análise Psicológica, 1, 49-63.
7. Besse, I.-M. (1993). De l'ecriture productrice à la psychogenèse de la langue écrite. In G. Chauveau, M. Rémond, & E. Rogovas-Chauveau (Eds.), L'enfant apprenti lecteur. L'entrée dans le système écrit (pp. 73-82). Paris: L'Harmattan.
8. Besse, J.-M. (1995). L'ecrit, l'école et l'illettrisme. Paris: Magnard.
9. Besse, J.-M. (1996). An approach to writing in kindergarten. In C. Pontecorvo, M. Orsolini, B. Burge, & L. Resnick (Eds.), Children's early text construction (pp. 127-144). New Jersey: Lawrence Erlbaum Associates.
10. Byrne, B. (1998). The foundation of literacy. Hove: Psychology Press.
11. Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
12. Chauveau, G., & Rogovas-Chauveau, E. (1994). Les chemins de la lecture. Paris: Magnard.
13. Ferreiro, E. (1988). L'écriture avant la lettre. In H. Sinclair (Ed.), La produtions des notations chez le jeune enfant (pp. 18-69). Paris: Presses Universitaires de France.
14. Ferreiro, E. (1991). Psychological and epistemological problems on written representation of language. In M. Carretero, M. Pope, R. Simons, & J. Pozo (Eds.), Learning and instruction: European research in an international context (Vol 3, pp. 157-173). New York: Pergamon Press.
15. Ferreiro E., & Teberosky, A. (1986). Psicogênese da lingua escrita. Porto Alegre: Artes Médicas.
16. Goswami, U. (1998). The role of analogies in the development of word recognition. In J. L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 41-63). London: Lawrence Erlbaum Associates.
17. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hove: Erlbaum.
18. Lomax R.G., & McGee, L.M. (1987). Young children's concepts about print and reading: Toward a model of reading acquisition. Reading Research Quarterly, 22, 237-256.
19. MacBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
20. Mann, V. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259-269.
21. Morais, J., Gary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phonemes arise spontaneously? Cognition, 7, 323-331.
22. Murray, B. (1998). Gaining alphabetic insight: Is phoneme manipulation skill or identity knowledge causal? Journal of Educational Psycology, 90, 461-475.
23. Perfetti, C.A., Beck, I., Bell, L., & Hugues, C. (1987). Phonemic knowledge and learning to read are reciprocal: a longitudinal study of first grade children. Merrill Palmer Quarterly, 33, 283-319.
24. Pontecorvo, C., & Orsolini, M. (1996). Writing and written language in children's development. In C. Pontecorvo, M. Orsolini, B. Burge, & L. Resnick (Eds.), Children's early text construction (pp. 3-23). New Jersey: Lawrence Erlbaum Associates.
25. Pontecorvo, C., & Zuchermaglio, C. (1988). Modes of differentiation in children's writing construction. European Journal of Psychology of Education, 3, 371-398.
26. Pontecorvo, C., & Zuchermaglio, C. (1995). A passagem para a alfabetização: aprendizado num conceito social. In Y. Goodman (Ed.), Como as crianças constroem a leitura e a escrita (pp. 67-101). Porto Alegre: Artes Médicas.
27. Raven, J., Raven, J.C., & Count) J.H. (1998). Manual for Ravens Progressive Matrices and Vocabulary Scales, Section I. General overview. Oxford; Oxford Psychologists Press.
28. Read, C. (1971). Pre-school children's knowledge of English phonology. Harvard Educational Review, 41, 1-34.
29. Read, C. (1975). Children's categorization of speech sounds in English: Research report 17. Urbana: National Council of Teachers of English.
30. Read, C. (1986). Children's creative spelling. London: Routledge and Kegan Paul.
31. Richgels, D. (1995). Invented spelling ability and printed word learning in kindergarten. Reading Research Quarterly, 30, 96-109.
32. Stahl, S., & Murray, B. (1994). Defining phonological awareness and its relationship with early reading. Journal of Educational Psychology, 86, 221-234.
33. Stahl, S., & Murray, B. (1998). Issues involved in defining phonological awareness and its relation to early reading. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 65-85). London: Lawrence Erlbaum Associates.
34. Stanovich, K. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-347). New Jersey: Lawrence Erlbaum Associates.
35. Sulzby, E. (1989). Assessment of emergent writing and children's language while writing. In L. Morrow & J. Smith (Eds), Writing in real time: modelling production processes (pp. 83-109). New York: Longman.
36. Tolchinsky, L.L. (1995). Desenvolvimento da alfabetização e suas implicações pedagógicas: evidências do sistema hebraico de escrita. In Y. Goodman (Ed.), Como as crianças constroem a leitura e a escrita (pp. 36-53). Porto Alegre: Artes Médicas.
37. Tolchinsky, L.L., & Levin, I. (1988). O desenvolvimento da escrita em crianças israelenses pré-escolares. In E. Ferreiro & M. Palacio (Eds), Os processos de leitura e escrita (pp. 143-158). Porto Alegre: Artes Médicas.
38. Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning to reading instruction. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289-313). London, Lawrence Erlbaum Associates.
39. Treiman, R., & Cassar, M. (1997). L'acquisition de l'orthographe en anglais. In L. Rieben, M. Fayol, & C. Perfetti (Eds.), Des orthographes et leur acquisition (pp. 79-99). Paris: Delachaux et Niestlé.
40. Vale, A.P., & Cary, L. (1998). Escrita inventada e deteccao fonémica em leitores principiantes: Preditores do desempenho ulterior em leitura e escrita. Revista Portuguesa de Psicologia, 32, 29-56.
41. Vernon, S. (1998). Escritura Y conscíencia fonológica en niños hispano-parlantes. Infancia Y Aprendizaje, 81, 105-120.
42. Wagner, R.K., & Torgesen, J. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.