SciELO - Scientific Electronic Library Online

 
vol.10 número1UNA NUEVA PERSPECTIVA SOBRE LAS CREENCIAS IGUALITARIAS: CONTRA-DOMINANCIA SOCIALEVIDENCIAS DE VALIDEZ DEL LSB-50: VALIDACIÓN CRUZADA, INVARIANZA FACTORIAL Y VALIDEZ DE CRITERIO EXTERNO índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Links relacionados

Compartilhar


Ciencias Psicológicas

versão impressa ISSN 1688-4094versão On-line ISSN 1688-4221

Resumo

FERRONI, Marina; MENA, Milagros  e  DIUK, Beatriz. DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM. Cienc. Psicol. [online]. 2016, vol.10, n.1, pp.55-61. ISSN 1688-4094.

The study aimed at comparing the response of 3rd. grade children to an intervention designed to promote the acquisition of orthographic representations of words children knew but could not spell. These training words contained syllables or morphemes which were orthographically complex, that is, which have two or more accepted spellings in Spanish. After the intervention, children were asked to spell the trained as well as pseudowords not presented during the intervention but which included syllables or morphemes present in the trained words, so as to explore children´s ability to acquire and transfer sub-lexical knowledge. Children´s response to intervention was calculated as the difference between their performance in spelling the trained words in the pre- and post-tests. High and low responders were compared in the spelling of the pseudowords. Results showed that the children from the high-response group performed significantly better than low-responders in the spelling of pseudowords

Palavras-chave : spelling; orthographic ; representations; sub lexical units.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons