Is there a syllabic stage in spelling development? Evidence from Portuguese-speaking children

Journal of Educational Psychology

Volumn 98, Issue 3, 2006, Pages 628-641

  Cardoso Martins, Cláudia ^a   Corrẽa, Marcela F ^a   Lemos, Letícia S ^a   Napoleão, Ricardo F ^a  

^a FEDERAL UNIVERSITY OF MINAS GERAIS   (Brazil)

Author keywords

Portuguese speaking children; Spelling development; Syllabic stage

Indexed keywords

EID: 33746867098     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.3.628     Document Type: Article

References (23)

1. Cardoso-Martins, C. (2006). Beginning reading acquisition in Brazilian Portuguese. In M. Joshi (Ed.), Handbook of orthography and literacy (pp. 171-187). Mahwah, N.I: Erlbaum.
2. Cardoso-Martins, C., & Batista, A. C. E. (2005). O conhecimento do nome das letras e o desenvolvimento da escrita: Evidência de crianças falantes do Português [Letter name knowledge and spelling development: Evidence from Portuguese-speaking children]. Psicologia: Reflexão & Crítica, 18, 299-306.
3. Cardoso-Martins, C., Capovilla, F., Gomhert, J., Oliveira, J. B. A., Morais, J., Adams, M. J., & Beard, R. (2005). Os novos caminhos da alfabetização infantil [New trends in childhood literacy instruction] (2nd ed.). São Paulo, Brazil: Memnon Edições Científicas Ltda.
4. Cardoso-Martins, C., Lemos, L., Corrêa, L. F., & Napoleão. R. F. (2005). A escrita de crianças matriculadas no 1°. període da pré-escola [The spelling of children enrolled in 1st-year preschool classes]. Unpublished manuscript, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil.
5. Cardoso-Martins, C., Resende. S. M., & Rodrigues, L. A. (2002). Letter name knowledge and the ability to learn to read by processing letterphoneme relations in words: Evidence from Brazilian Portuguese-speaking children. Reading and Writing, 15, 409-432.
6. Ehri, L. (1986). Sources of difficulty in learning to spell and read. In M. Wolraich & D. Routh (Eds.). Advances in developmental and behavioral pediatrics (pp. 121-195). Greenwich, CT: JAI Press.
7. Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to receding. In P. Gough, L. Ehri, & R. Treiman (Eds.). Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
8. Ehri, L. (1998). Learning to read and learning to spell are one and the same, almost. In C. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237-269). Mahwah, NJ: Erlbaum.
9. Ehri, L., & Wilce, L. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179.
10. Ferreiro, E. (1989). Reflexões sobre a alfabetização [Reflections on literacy acquisition]. São Paulo, Brazil: Cortez.
11. Ferreiro, E. (1990). Literacy development: Psychogenesis. In Y. M. Goodman (Ed.), How children construct literacy: Piagetian perspectives (pp. 12-25). Newark, DE: International Reading Association.
12. Ferreiro, E., & Gomez, Palacio, M. (1982). Analisis de perturbaciones en el proceso de aprendizaje escolar de la lectura y de la escritura [Analysis of the difficulties in the process of learning to read and spell in school]. Mexico City. Mexico: Siglo XXI.
13. Ferreiro, E., & Teberosky, A. (1986). Psicogênese da língua escrita [Psychogenesis of the written language], São Paulo, Brazil: Artes Médicas.
14. Grossi, E. P. (1990). Applying psychogenesis principles to the literacy instruction of lower-class children in Brazil. In Y. M. Goodman (Ed.), How children construct literacy: Piagetian perspectives (pp. 99-114). Newark, DE: International Reading Association.
15. Levin, I., Patel, S., Margalit, T., & Barad, N. (2002). Letter names: Effect on letter saying, spelling, and word recognition in Hebrew. Applied Psycholinguistics, 23, 269-300.
16. Pinheiro, A. M. V. (1996). Contagem de freqüência de ocorrência de palavras expostas a crianças na faixa pré-escolar e séries iniciais do 1°. grau [A word frequency count in books for kindergarten and early elementary school children]. São Paulo, Brazil: Associação Brasileira de Dislexia.
17. Pinheiro, A. M. V., & Keys, K. (1987). A word frequency count in Brazilian Portuguese. Unpublished manuscript, University of Dundee, Dundee, Scotland, United Kingdom.
18. Polio. T. C., Kessler, B., & Treiman, R. (in press). Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese. Journal of Experimental Child Psychology.
19. Pontecorvo, C., & Zucchermaglio, C. (1990). A passage to literacy: Learning in a social context. In Y. M. Goodman (Ed.), How children construct literacy: Piagetian perspectives (pp. 59-98). Newark, DE: International Reading Association.
20. Seymour. P. H. K. (1986). Cognitive analysis of dyslexia. London: Routledge & Kegan Paul.
21. Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. In R. Kail (Ed.), Advances in child development and behavior (Vol. 31, pp. 105-135). San Diego, CA: Academic Press.
22. Treiman, R., Tincoff, R., & Richmond-Welty, D. (1996). Letter names help children connect print and speech. Developmental Psychology, 32, 505-514.
23. Weisz, T. (2000). O diálogo entre o ensino e a aprendizagem [The dialogue between instruction and learning]. São Paulo, Brazil: Atica.