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Hofslundsengen H, Hagtvet BE, Gustafsson JE. Immediate and delayed effects of invented writing intervention in preschool. Read Writ. 2016;29:1473-1495doi: 10.1007/s11145-016-9646-8.
Hofslundsengen, H., Hagtvet, B. E., & Gustafsson, J. E. (2016). Immediate and delayed effects of invented writing intervention in preschool. Reading and writing, 291473-1495. https://doi.org/10.1007/s11145-016-9646-8
Hofslundsengen, Hilde, et al. "Immediate and delayed effects of invented writing intervention in preschool." Reading and writing vol. 29 (2016): 1473-1495. doi: https://doi.org/10.1007/s11145-016-9646-8
Hofslundsengen H, Hagtvet BE, Gustafsson JE. Immediate and delayed effects of invented writing intervention in preschool. Read Writ. 2016;29:1473-1495. doi: 10.1007/s11145-016-9646-8. Epub 2016 Apr 22. PMID: 27546985; PMCID: PMC4980410.
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Read Writ. 2016;29:1473-1495. doi: 10.1007/s11145-016-9646-8. Epub 2016 Apr 22.

Immediate and delayed effects of invented writing intervention in preschool.

Reading and writing

Hilde Hofslundsengen, Bente Eriksen Hagtvet, Jan-Eric Gustafsson

Affiliations

  1. Faculty of Teacher Education and Sport, Sogn og Fjordane University College, Box 133, 6851 Sogndal, Norway.
  2. Department of Special Needs, University of Oslo, Oslo, Norway.
  3. Department of Special Needs, University of Oslo, Oslo, Norway ; Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.

PMID: 27546985 PMCID: PMC4980410 DOI: 10.1007/s11145-016-9646-8

Abstract

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 (

Keywords: Early literacy; Intervention; Invented spelling; Invented writing; Preschool practice

References

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