Hilde Hofslundsengen|Bente E. Hagtvet|Jan?Eric Gustafsson
Immediate and delayed effects of invented writing intervention in preschool
University of Oslo|University of Oslo
study examined effects 10 week invented writing program fiveyearold preschoolers mean age 57 years immediate post intervention literacy skills also facilitative effects intervention subsequent learning read first 6 months schooling study included 105 children 54 girls 12 preschools norway preschools randomly assigned experimental group invented writing program control group ordinary program offered preschoolers classroombased programs 40 sessions conducted childrens regular teachers childrens emergent literacy skills evaluated using pretest posttest followup test 6 months later data analyzed using latent autoregressive models results showed invented writing group performed significantly better control group posttest measures phoneme awareness 54 spelling 65 word reading 36 additionally indirect effects observed delayed followup tests phoneme awareness 45 spelling 48 word reading 26 conclusion argue invented writing appeared smooth progress emergent literacy skills preschool including subsequent reading development school contextualized semiconsistent orthography preschool tradition encourage learning written language skills findings add knowledge children learn write read