An explicit multicomponent alphabet writing instruction program in grade 1 to improve writing skills
| Autor: | Denis Alamargot, Mélissa Coallier, Natalie Lavoie, Marie-France Morin |
|---|---|
| Přispěvatelé: | Département d'études sur l'adaptation scolaire et sociale Faculté d'éducation Université de Sherbrooke, Chaire de recherche sur l'apprentissage de la lecture et de l'écriture chez le jeune enfant, Université de Sherbrooke (UdeS)-Université de Sherbrooke (UdeS), Cognitions Humaine et ARTificielle (CHART), Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12)-Université Paris Nanterre (UPN)-Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL), Université Paris 8 Vincennes-Saint-Denis (UP8)-École pratique des hautes études (EPHE), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris Nanterre (UPN)-Université Paris-Est Créteil Val-de-Marne - Paris 12 (UPEC UP12) |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
4. Education
[SHS.EDU]Humanities and Social Sciences/Education education 05 social sciences 050301 education Educational psychology graphomotricité - entraînement - orthographe - école primaire handwriting - training - spelling - école primaire 050105 experimental psychology Spelling Education [SCCO]Cognitive science Writing skills Writing instruction Handwriting Intervention (counseling) [SCCO.PSYC]Cognitive science/Psychology Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Relevance (information retrieval) Alphabet Psychology 0503 education ComputingMilieux_MISCELLANEOUS |
| Zdroj: | European Journal of Psychology of Education European Journal of Psychology of Education, Springer Verlag, 2020, 35 (2), pp.333-355. ⟨10.1007/s10212-019-00428-6⟩ European Journal of Psychology of Education, 2020, 35 (2), pp.333-355. ⟨10.1007/s10212-019-00428-6⟩ |
| ISSN: | 0256-2928 1878-5174 |
| Popis: | Learning to write involves the acquisition of several skills, not the least of which is handwriting. Indeed, studies in cognitive psychology have clearly demonstrated that it takes time to acquire this complex skill. The present study aimed to assess the effectiveness of an explicit multicomponent alphabet writing instruction program implemented in grade 1. Using a quasi-experimental design, this study was conducted in first grade classrooms. Classrooms were assigned to either the experimental or control group. Eighty pupils in grade 1, aged 6 (mean age, 6.2), participated in the study and had their handwriting and spelling skills assessed prior to and immediately following the eight-week intervention. The results show that the experimental group (n = 40) had significantly higher writing outcomes in handwriting and spelling compared with the paired control group (n = 40), suggesting a positive effect of the intervention. These findings highlight the relevance for teachers of implementing and using an explicit multicomponent alphabet instruction program in grade 1 to support the development of writing skills. |
| Databáze: | OpenAIRE |
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