<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0870-8231</journal-id>
<journal-title><![CDATA[Análise Psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Aná. Psicológica]]></abbrev-journal-title>
<issn>0870-8231</issn>
<publisher>
<publisher-name><![CDATA[ISPA-Instituto Universitário]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0870-82312021000200229</article-id>
<article-id pub-id-type="doi">10.14417/ap.1848</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Invented spelling intervention programmes: Comparing explicit and implicit instructions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Programas de intervenção de escrita inventada: Comparando instruções explícitas e implícitas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Tiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ISPA - Instituto Universitário CIE - Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ISPA - Instituto Universitário CIE - Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>39</volume>
<numero>2</numero>
<fpage>229</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0870-82312021000200229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0870-82312021000200229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0870-82312021000200229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo comparar a eficácia de dois programas de intervenção de escrita inventada, um com instrução explícita de correspondências grafo-fonéticas e outro baseado no questionamento e reflexão sobre as correspondências grafo-fonéticas (designadas como instruções implícitas). Noventa crianças em idade pré-escolar, cujas escritas inventadas não mobilizavam letras convencionais para representar os sons, foram distribuídas por três grupos, dois experimentais e um de controlo. Todos os grupos eram equivalentes na idade, inteligência, conhecimento de letras e consciência fonológica. Manipulámos o tipo de instruções (implícitas vs. explícitas) entre os pré e pós-testes nos dois grupos experimentais onde as crianças participaram num programa de intervenção de escrita inventada. As crianças que participaram no programa de intervenção implícita mostraram uma melhoria significativa no número de letras mobilizadas corretamente nas suas produções escritas e na consciência fonémica em comparação com as crianças dos grupos de controlo e com instrução explícita. As crianças do grupo de instrução explícita mostraram melhorias significativas relativamente às crianças do grupo de controlo. Estes resultados sugerem que o questionamento e a reflexão aplicados aos programas de escrita inventada parecem potenciar um conhecimento mais significativo sobre as relações entre o código oral e o escrito.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Explicit instruction]]></kwd>
<kwd lng="en"><![CDATA[Implicit instruction]]></kwd>
<kwd lng="en"><![CDATA[Invented spelling]]></kwd>
<kwd lng="en"><![CDATA[Interventions programmes]]></kwd>
<kwd lng="en"><![CDATA[Preschool children.]]></kwd>
<kwd lng="pt"><![CDATA[Instrução explícita]]></kwd>
<kwd lng="pt"><![CDATA[Instrução implícita]]></kwd>
<kwd lng="pt"><![CDATA[Escrita inventada]]></kwd>
<kwd lng="pt"><![CDATA[Programas de intervenção]]></kwd>
<kwd lng="pt"><![CDATA[Pré-escolar.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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