DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM
NIVELES DE RESPUESTAS A UNA INTERVENCIÓN EN ORTOGRAFÍA
| 2016 | |
|
escritura representaciones ortográficas unidades sub-léxicas spelling orthographic representations sub lexical units |
|
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1153
https://hdl.handle.net/10895/2968 |
|
| Acceso abierto |
| _version_ | 1815178695906689024 |
|---|---|
| author | Ferroni, Marina |
| author2 | Mena, Milagros Diuk, Beatriz |
| author2_role | author author |
| author_facet | Ferroni, Marina Mena, Milagros Diuk, Beatriz |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Ferroni, Marina Mena, Milagros Diuk, Beatriz |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:53:16Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:53:16Z |
| dc.date.none.fl_str_mv | 2016-05-27 |
| dc.description.en-US.fl_txt_mv | 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. |
| dc.description.es-ES.fl_txt_mv | Este estudio se propuso analizar la respuesta de niños de 3er grado ante una intervención pedagógica destinada a promover la formación de representaciones ortográficas de palabras. Las palabras de entrenamiento contenían sílabas o morfemas ortográficamente complejos (con dos o más escrituras posibles). Luego de realizada la intervención se evaluó la escritura de las palabras de entrenamiento más un grupo de pseudopalabras no incluidas en la intervención pero que contenían las sílabas o morfemas incorporados a las palabras de entrenamiento. En base al desempeño en la escritura de palabras, se ubicó a los niños en grupos de alta o baja respuesta a la intervención. Se comparó a ambos grupos en la escritura de las pseudopalabras. Los resultados sugieren que los niños del grupo de alto nivel de respuesta tendieron a almacenar en mayor medida las unidades sub-léxicas presentes en las palabras de entrenamiento que el grupo de bajo nivel de respuesta. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1153 10.22235/cp.v10i2.1153 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/2968 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1153/1120 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2016 Universidad Católica del Uruguay |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2016, Volumen 10 (1); 55-61 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2016, Volumen 10 (1); 55-61 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v10i2 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2016, Volumen 10 (1); 55-61 |
| dc.subject.en-US.fl_str_mv | spelling orthographic representations sub lexical units |
| dc.subject.es-ES.fl_str_mv | escritura representaciones ortográficas unidades sub-léxicas |
| dc.title.none.fl_str_mv | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM NIVELES DE RESPUESTAS A UNA INTERVENCIÓN EN ORTOGRAFÍA |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | 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. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_204d861d6b8646afbf68f0ee96a4db26 |
| identifier_str_mv | 10.22235/cp.v10i2.1153 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | spa |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/2968 |
| publishDate | 2016 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2016 Universidad Católica del Uruguay |
| spelling | Ferroni, MarinaMena, MilagrosDiuk, Beatriz2016-05-272023-08-31T18:53:16Z2023-08-31T18:53:16Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/115310.22235/cp.v10i2.1153https://hdl.handle.net/10895/2968The 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.Este estudio se propuso analizar la respuesta de niños de 3er grado ante una intervención pedagógica destinada a promover la formación de representaciones ortográficas de palabras. Las palabras de entrenamiento contenían sílabas o morfemas ortográficamente complejos (con dos o más escrituras posibles). Luego de realizada la intervención se evaluó la escritura de las palabras de entrenamiento más un grupo de pseudopalabras no incluidas en la intervención pero que contenían las sílabas o morfemas incorporados a las palabras de entrenamiento. En base al desempeño en la escritura de palabras, se ubicó a los niños en grupos de alta o baja respuesta a la intervención. Se comparó a ambos grupos en la escritura de las pseudopalabras. Los resultados sugieren que los niños del grupo de alto nivel de respuesta tendieron a almacenar en mayor medida las unidades sub-léxicas presentes en las palabras de entrenamiento que el grupo de bajo nivel de respuesta.application/pdfspaUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1153/1120Derechos de autor 2016 Universidad Católica del Uruguayinfo:eu-repo/semantics/openAccessCiencias Psicológicas; 2016, Volumen 10 (1); 55-61Ciencias Psicológicas; 2016, Volumen 10 (1); 55-61Ciencias Psicológicas; 2016, Volumen 10 (1); 55-611688-422110.22235/cp.v10i2reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayescriturarepresentaciones ortográficasunidades sub-léxicasspellingorthographic representationssub lexical unitsDIFFERENCES IN RESPONSE TO A SPELLING PROGRAMNIVELES DE RESPUESTAS A UNA INTERVENCIÓN EN ORTOGRAFÍAinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/29682023-08-31 15:53:16.85oai:liberi.ucu.edu.uy:10895/2968Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:53:16LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM Ferroni, Marina escritura representaciones ortográficas unidades sub-léxicas spelling orthographic representations sub lexical units |
| status_str | publishedVersion |
| title | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| title_full | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| title_fullStr | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| title_full_unstemmed | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| title_short | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| title_sort | DIFFERENCES IN RESPONSE TO A SPELLING PROGRAM |
| topic | escritura representaciones ortográficas unidades sub-léxicas spelling orthographic representations sub lexical units |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/1153 https://hdl.handle.net/10895/2968 |
