Interventions for the Development of Orthographic Knowledge Based on Invented Spellings
Author:
Funder
Université du Québec à Chicoutimi
CREALEC
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s13158-022-00332-z.pdf
Reference35 articles.
1. Albuquerque, A., & Alves Martins, M. (2021). Invented spelling activities in kindergarten: The role of instructional scaffolding and collaborative learning. International Journal of Early Years Education, 29(1), 96–113. https://doi.org/10.1080/09669760.2020.1760085
2. Alves Martins, M., Albuquerque, A., Salvador, L., Silva, C. (2013). The impact of invented spelling on early spelling and reading. Journal of Writing Research; 5(2) 215–237. https://doi.org/10.17239/jowr-2013.05.02.3
3. Alves Martins, M., Salvador, L., Albuquerque, A., & Silva, C. (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology, 36(4), 738–752. https://doi.org/10.1080/01443410.2014.950947
4. Alves Martins, M., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16(1), 41–56. https://doi.org/10.1016/j.learninstruc.2005.12.005
5. Bingham, G. E., Quinn, M. F., & Gerde, H. K. (2017). Examining early childhood teachers’ writing practices: Associations between pedagogical supports and children’s writing skills. Early Childhood Research Quarterly, 39, 35–46. https://doi.org/10.1016/j.ecresq.2017.01.002
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