“With a little help from my friends”: Effects of a self-reflection tool and social interaction on orthographic performance
DOI:
https://doi.org/10.17239/jowr-2024.16.02.05Keywords:
spelling acquisition, orthographical rules, social interaction, explicit orthographic representationsAbstract
This study investigates the impact of peer orthographic revision using a self-reflection tool on orthographic performance in order to improve the understanding and applying of phonological, contextual and morphological rules in third-grade students. Children were assigned to one of three groups: two experimental groups (individual group, dyadic interaction group) and a control group. In the experimental training programme, a self-correction orthographic rubric was used, but while children in the individual group self-corrected the words, children in the dyadic interaction group did it in pairs and interacted in a way such that they should always reach an agreement on the correct spelling. The results showed that although both experimental groups decreased the number of misspellings in the post-test, the dyadic interaction group had the best results, differing significantly from the others, suggesting that self-correction strategies based on rubrics that explicitly display orthographical rules along with collaborative peer learning have a very positive impact on orthographic.
References
Adoniou, M. (2014). What should teachers know about spelling? Literacy, 48(3), 144–154. https://doi.org/10.1111/lit.12017Almeida, M., Guerreiro, M., & Mata, L. (1998). O desenvolvimento de competências ortográficas e as interacções sociais [The development of orthographic skills and social interactions]. Análise Psicológica, 16(2), 321-329.
https://scielo.pt/pdf/aps/v16n2/v16n2a10.pdf
Albuquerque, A. & Alves Martins, M. (2020) Invented spelling activities in kindergarten: the role of instructional scaffolding and collaborative learning. International Journal of Early Years Education, 29, 96-113. https://doi.org/10.1080/09669760.2020.1760085
Alves Martins, M. (2021). Aprendizagem da ortografia [Orthography learning]. In R. Alves & I. Leite. Alfabetização baseada na ciência (pp. 378-401). Ministério da Educação (MEC); Coordenação de Aperfeiçoamento de Pessoal de Nível Superior.
https://alfabetizacao.mec.gov.br/images/pdf/manual_do_curso_abc.PDF
Alves Martins, M., Albuquerque, A., Salvador, L., & Silva, C. (2015). Escrita inventada e aquisição da leitura em crianças de idade pré-escolar [Invented writing and reading acquisition in pre-school children]. Psicologia: Teoria e Pesquisa, 31(2), 137-144.
http://doi.org/10.1590/0102-37722015021639137144
Alves Martins, M., Salvador, L., Albuquerque, A., & Silva, C. (2014). Invented spelling activities in small groups and early spelling and reading. Educational Psychology: An International Journal of Experimental Educational Psychology, 36(4), 738-752.
http://doi.org/10.1080/01443410.2014.950947
Alves Martins, M., Silva, C. (2009). Two spelling programmes that promote understanding of the alphabetic principle in preschool children. Journal of Writing Research, 1(3), 225-241. https://doi.org/10.17239/jowr-2009.01.03.3Baptista, A., Barbeiro, L. F. & Viana, F.L. (2011). O ensino da escrita: Dimensões gráfica e ortográfica [The teaching of writing: Graphic and orthographic dimensions]. Ministério da Educação. Retrieved from https://hdl.handle.net/1822/31557
Bahr, R., Silliman, E., Berninger, W., & Dow, M. (2012). Linguistic pattern analyses of misspelling typically developing writers in grades 1-9. Journal of Speech, Language and Hearing Research, 55, 1587-1599. http://doi.org/10.1044/1092-4388(2012/10-0335)
Bousquet, S., Cogis, D., Ducard, D., Massonnet, J., & Jaffré, J. (1999). Acquisition de l´orthographe et mondes cognitifs [Ortography acquisition and cognitive worlds]. Revue Française de Pédagogie, 126, 23-37. https://hal.u-pec.fr//hal-03462475/document
Centro de Linguística da Universidade de Lisboa (2019). Léxico multifuncional computorizado do português contemporâneo [Computorized multifunctional léxicon from contemporary Portuguese]. Retrieved from http://clul.ulisboa.pt/projeto/lexico-multifuncional-computorizado-do-portugues-contemporaneo.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539Cordewener, K., Hasselman, F., Verhoeven, L., &. Bosman A. (2018). The role of instruction for spelling performance and spelling consciousness. The Journal of Experimental Education, 86(2), 135-153. https://doi.org/10.1080/00220973.2017.1315711
Critten, S., & Pine, K. (2009). Viewing spelling in a cognitive context: Underlying representations and processes. In C. Wood, & V. Connelly (Eds.), Contemporary perspectives on reading and spelling: New perspectives on learning and instruction (pp. 92-108). Routledge. Retrieved from http://www.psypress.com/contemporary-perspectives-on-reading-and-spelling-9780415497176
Critten, S., Pine, K., & Messer, D. (2013). Revealing children's implicit spelling representations. British Journal of Developmental Psychology, 31(2), 198- 211.
http://doi.org/10.1111/bjdp.12000
Critten, S., Pine, K., & Steffler, D. (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99, 207-220.
http://dx.doi.org/10.1037/0022-0663.99.1.207.
Critten, S., Sheriston, L., & Mann, F. (2016). Young children's spelling representations and spelling strategies. Learning and Instruction, 46, 34-44.
http://dx.doi.org/10.1016/j.learninstruc.2016.09.001
Cunha, C., & Cintra, L., (2013). Nova gramática do português contemporâneo. [New grammar of contemporary Portuguese]. Edições João Sá da Costa.
Daffern, T. & Mackenzie, N. (2020). A case study on the challenges of learning and teaching English spelling: insights from eight Australian students and their teachers. Literacy, 54 (3), 99-110. https://doi.org/10.1111/lit.12215
Elabdali, R. (2021). Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing. Journal of Second Language Writing, 52,
N.PAG. https://doi.org/10.1016/j.jslw.2020.100788
Freitas, M., Rodrigues, C., Costa, T., & Castelo, A. (2012). Os sons que estão dentro das palavras: Descrição e implicações para o ensino do português como língua materna. [Sounds within words: Description and implications for teaching Portuguese as mother tongue]. Edições Colibri e Associação de Professores de Português. Retrieved from http://hdl.handle.net/10451/44268
Gaintza, Z., & Goikoetxea E. (2016). Spelling instruction in Spanish: A comparison of self-correction, visual imagery and copying. Journal of Research in Reading, 39(4), 428-447. http://doi.org.10.1111/1467-9817.12055
Gaitas, S. (2013). O ensino da leitura e da escrita no 1º ano de escolaridade: Os resultados dos alunos em leitura [The teaching of reading and writing in the 1st year of school: Students' reading outcomes] [Unpublished doctoral dissertation]. ISPA – Instituto Universitário.
Retrieved from http://hdl.handle.net/10400.12/2734
Gilly, M. (1988). Interactions entre pairs et constructions cognitives: Des travaux expérimentaux de laboratoire au terrain pédagogique [Interactions between peers and cognitive constructions : From experimental laboratory work to educational field.]. European Journal of Psychology of Education,3(1), 127-138.
https://doi.org/10.1007/BF03326344
Gilly, M. (1995). Approches socio-construtives du développement cognitif [Socio-constructive approaches to cognitive development.]. In D. Gaonach & C. Golder (Eds.), Manuel de psychologie pour l'enseignement [Psychology textbook for teaching.] (pp.130-167). Hachette.
Hatcher, P. J., Hulme, C., & Snowling, M. J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338-358. https://doi.org/10.1111/j.1469-7610.2004.00225.x
Howe, C., & Mercer, N. (2007). Children’s social development, peer interaction and classroom learning. In The Primary Review Research Survey 2/1b. University of Cambridge. Retrieved from http://image.guardian.co.uk/sys-files/Education/documents/2007/12/14/learning.pdf
IAVE. (2018). Provas de aferição −Ensino básico: Relatório nacional: 2016 e 2017 [Benchmarking tests - Basic education: National report: 2016 and 2017]. Retrieved from http://iave.pt/images/FicheirosPDF/Docs_Avalia%C3%A7%C3%A3o_Alunos/Relat%C3%B3rios/RESULTS_Relatorio_PA_2016-2017_form.pdf
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. MIT Press.
Koster, M., & Bouwer, R. (2018). Describing multifaceted writing interventions: From design principles for the focus and mode of instruction to student and teacher activities. Journal of Writing Research, 10(2), 189–224. https://doi.org/10.17239/jowr-2018.10.02.03
Kumpulainen, K., & Wray, D. (2002). Classroom interaction and collaborative learning: From theory to practice. Routledge. https://doi.org/10.1080/02103702.2014.881653
Linnemann, M., Stephany, S., Lemke, V., Bulut, N., Haider, H., Roth, H. J., Becker-Mrotzek, M. (2022). The dimensionality of writing and reading fluency and its impact on comprehension and composition. Journal of Writing Research, 14(2), 185-227. https://doi.org/10.17239/jowr-2022.14.02.02Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 263-284. https://doi.org/10.1598/RRQ.23.3.1
Lyster, S. A. H. (2002). The effects of morphological versus phonological awareness training in kindergarten on reading development. Reading and Writing, 15, 261-294. https://doi.org/10.1023/A:1015272516220
Meneses, P. & Campelo, M. E. (2012). Ensinar/aprender ortografia: Uma experiência de formação de professores [Teaching/learning spelling: A teacher training experience]. Revista Educação em Questão, 43 (29), 58-82. Retrieved from
https://www.redalyc.org/pdf/5639/563959975004.pdf
Moats, L. (2014). What teachers don’t know and why they aren’t learning it: Addressing the need for content and pedagogy in teacher education. Australian Journal of Learning Difficulties, 19(2), 75–91. https://doi.org/10.1080/19404158.2014.941093
Monteiro, V. (2013). Promoting reading motivation by reading together. Reading Psychology, 34(4) 301-335. https://doi.org/10.1080/02702711.2011.635333
Morais, A., & Teberosky, A. (1994). Erros e transgressões infantis na ortografia do Português [Children´s mistakes and transgressions in Portuguese spelling]. Discursos, 8, 15–51. Retrieved from http://hdl.handle.net/10400.2/4047
Nunes, T., & Bryant, P. (2006). Improving literacy by teaching morphemes. Routledge. https://doi.org/10.4324/9780203969557Nunes, T., & Bryant, P. (2014). Leitura e ortografia: Além dos primeiros passos [Reading and orthography: Beyond the first steps]. Editora Penso.
Peixoto, F. & Monteiro, V. (1999) Interações sociais, desenvolvimento e aprendizagem: O papel do estatuto da mediação semiótica [Social interactions, development and learning: The role of the statute of semiotic mediation]. Análise Psicológica, 17(1), 9-17. Retrieved from http://scielo.pt/pdf/aps/v17n1/v17n1a03.pdf
Pontecorvo, C., Ajello, & Zucchermaglio, C. (2005). Discutindo se aprende: Interacção social, conhecimento e escola [Discussion and learning: social interaction, knowledge and school]. Artmed.
Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and vocabulary scale. Section I. General overview. Oxford Psychologists Press.
Seymour, P., Aro, M., Erskine, J., & the COST Action A8 network. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143–174. https://doi.org/10.1348/000712603321661859
Silva, C. (2009). Aprender ortografia: O caso das regras contextuais. [Learning orthography: The case of contextual rules] Análise Psicológica, 27(4), 553-561.
https://doi.org/10.14417/ap.247
Silva, C. (2013). O impacto da revisão na qualidade de composições de crianças do 4º ano de escolaridade. [The impact of revision on the quality of 4th grade children’s composition] Psicologia: Reflexão e Crítica, 26(1), 177-183. https://doi.org/10.1590/S0102-79722013000100019
Silva, C, Peixoto, F. & Salvador, L. (2021) To give someone a fish or teach them how to fish?: Effects of a self-reflection tool on orthographic performance in Portuguese children. Reading and Writing, 43(1), 2481-2503. https://doi.org/10.1007/s11145-021-10154-5
Simões, M. (1995). Investigações no âmbito da aferição nacional do teste das matrizes progressivas coloridas de Raven (M.P.C.R.). [Investigations within the scope of Raven`s Colored national assessment]. [Unpublished doctoral dissertation]. University of Coimbra. Retrieved from https://hdl.handle.net/10316/946
Tenenbaum, H., Winstone, N., Leman, P., Avery, R. (2020). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology, 112(7), 1303-1319. http://dx.doi.org/10.1037/edu0000436
The Jamovi Project (2021). Jamovi (Version 1.6) [Computer Software]. Retrieved from https://www.jamovi.org
Treiman, R., & Kessler, B. (2006). Spelling as statistical learning: Using consonantal context to spell vowels. Journal of Educational Psychology, 98(3), 642-652.
https://psycnet.apa.org/doi/10.1037/0022-0663.98.3.642
Treiman, R., Kessler, B., Zevin, J., Bick, S., & Davis, M. (2006). Influence of consonantal context on the reading of vowels: Evidence from children. Journal of Experimental Child Psychology, 93(1), 1-24. https://doi.org/10.1016/j.jecp.2005.06.008
Turner, J., Rafferty, L., Sullivan, R., & Blake, A. (2017). Action research of an error self-correction intervention: Examining the effects on the spelling accuracy behaviors of fifth-grade students identified as at-risk. Preventing School Failure, 146-154.
http://dx.doi.org/10.1080/1045988X.2016.1225661
Vigário, M., Martins, F., & Frota, S. (2006). A ferramenta FreP e a frequência de tipos silábicos e classes de segmentos no Português [The Frep tool and the frequency of syllabic types and classes of segments in Portuguese.]. In Textos Seleccionados do XXI Encontro Nacional da Associação Portuguesa de Linguística (pp. 675-687). APL/Colibri.
Wirtz, C., Gardner, R., Weber, K., & Bullara, D. (1996). Using self-correction to improve the spelling performance of low-achieving third grade. Remedial and Special Education, 17(1), 48-58. http://doi.org.10.1177/074193259601700106
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Cristina Silva, Francisco Peixoto, Liliana Salvador
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported License.
