Immediate and delayed effects of invented writing intervention in preschool

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Fältnamn	Indikatorer	Metadata
000		03239naa a2200361 4500
001		oai:gup.ub.gu.se/237159
003		SwePub
008		240528s2016 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://gup.ub.gu.se/publication/2371592 URI
024	7	a https://doi.org/10.1007/s11145-016-9646-82 DOI
040		a (SwePub)gu
041		a eng
042		9 SwePub
072	7	a ref2 swepub-contenttype
072	7	a art2 swepub-publicationtype
100	1	a Hofslundsengen, Hilde4 aut
245	1 0	a Immediate and delayed effects of invented writing intervention in preschool
264		c 2016-04-22
264	1	b Springer Science and Business Media LLC,c 2016
520		a This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a Invented writing
653		a Intervention Early literacy
653		a Invented spelling
653		a Preschool practice
700	1	a Hagtvet, Bente Eriksen4 aut
700	1	a Gustafsson, Jan-Eric,d 1949u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education4 aut0 (Swepub:gu)xgjanp
710	2	a Göteborgs universitetb Institutionen för pedagogik och specialpedagogik4 org
773	0	t Reading and writingd : Springer Science and Business Media LLCg 29:7q 29:7x 0922-4777x 1573-0905
856	4	u https://link.springer.com/content/pdf/10.1007%2Fs11145-016-9646-8.pdf
856	4 8	u https://gup.ub.gu.se/publication/237159
856	4 8	u https://doi.org/10.1007/s11145-016-9646-8

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