Spelling skills of Czech primary school children in relation to the method of literacy instruction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10332053" target="_blank" >RIV/00216208:11410/17:10332053 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1515/jolace-2017-0004" target="_blank" >http://dx.doi.org/10.1515/jolace-2017-0004</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/jolace-2017-0004" target="_blank" >10.1515/jolace-2017-0004</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Spelling skills of Czech primary school children in relation to the method of literacy instruction

Popis výsledku v původním jazyce

The study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell by using an analytical -synthetic method and 251 children learning to read and spell by using a so called genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling tasks outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that genetic method children are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. This faster start be genetic method children soon disperses however, and it is not reflected in better spelling performance throughout the second to third and fourth grade.

Název v anglickém jazyce

Spelling skills of Czech primary school children in relation to the method of literacy instruction

Popis výsledku anglicky

The study investigates the importance of having a set reading instruction method for the development of spelling skills among Czech children ranging in age across the four beginning grades of primary school. 238 children learning to read and spell by using an analytical -synthetic method and 251 children learning to read and spell by using a so called genetic method participated in this study. The outcomes of word spelling tests were assessed for the different grade and age levels: first, second- third and fourth. Distributional patterns of spelling skills performance for both instruction method subgroups were created in each of the grade groups. Comparisons of spelling tasks outputs between both methods were conducted using a non-parametric Mann-Whitney test. Results indicate that genetic method children are more effective in acquiring phoneme-grapheme correspondences throughout the first grade, and thus show more accurate word spelling in the first grade spelling task. This faster start be genetic method children soon disperses however, and it is not reflected in better spelling performance throughout the second to third and fourth grade.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA13-20678S" target="_blank" >GA13-20678S: Porozumění čtenému - typický vývoj a jeho rizika</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Language and Cultural Education [online]

ISSN

1339-4584

e-ISSN

—

Svazek periodika

2017 / 5

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

19

Strana od-do

59-77

Kód UT WoS článku

000401829400004

EID výsledku v databázi Scopus

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