Asset Details
Do you wish to reserve the book?
Letter name knowledge and the development of spelling skills: evidence from Brazilian Portuguese-speaking children / O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Letter name knowledge and the development of spelling skills: evidence from Brazilian Portuguese-speaking children / O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português
Do you wish to request the book?
Letter name knowledge and the development of spelling skills: evidence from Brazilian Portuguese-speaking children / O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Letter name knowledge and the development of spelling skills: evidence from Brazilian Portuguese-speaking children / O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português
2005
Overview
Four to 5-year-old children were asked to spell pairs of words beginning with the same letter and consonant sound. For each pair, the entire name or part of the name of the initial letter could be heard in the pronunciation of one of the words (e.g., telefone; limão), but not in the pronunciation of the other (e.g., tartaruga; laranja). The children spelled the first letter correctly more frequently for words such as telefone than for words such as tartaruga, suggesting that children use their knowledge of letter names to connect print to speech. The implications of these findings for our understanding of the development of children's invented spellings are discussed. In particular, we question Ferreiro's interpretation of a type of spelling that is observed among young speakers of Spanish and Portuguese – the so-called syllabic spelling.
Publisher
SpringerOpen
