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Orthographic mapping instruction to facilitate reading and spelling in Brazilian emergent readers

Published online by Cambridge University Press:  08 October 2018

RENAN DE ALMEIDA SARGIANI ,
LINNEA CARLSON EHRI  and
MARIA REGINA MALUF
RENAN DE ALMEIDA SARGIANI
Affiliation:
University of São Paulo
LINNEA CARLSON EHRI*
Affiliation:
Graduate Center of the City University of New York
MARIA REGINA MALUF
Affiliation:
University of São Paulo
*
ADDRESS FOR CORRESPONDENCE: Linnea C. Ehri, Program in Educational Psychology, CUNY Graduate Center, 365 Fifth Avenue, New York, NY 10016. E-mail: LEhri@gc.cuny.edu
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Abstract

An experiment and a follow-up study were conducted with Brazilian Portuguese-speaking kindergartners (N =90), mean age 53 months, to examine whether emergent readers benefit more from instruction in orthographic mapping (OM) of phonemes than OM of syllables at the outset of learning to read and write, and whether the addition of articulatory gestures in the OM training of phonemes enhances the benefit. In the experiment, children received instruction in small groups in one of four conditions: OM of phonemes with letters and articulation (OMP+A); OM of phonemes with letters but no articulation (OMP); OM of syllables and their spellings (OMS); and no OM control. Results showed that the OMP+A group outperformed the others in phonemic segmentation, reading, and spelling. On literacy assessments 1.5 years later, only the OMP+A group remembered how to segment words into phonemes. We conclude that despite the greater salience and accessibility of syllables than phonemes in spoken Portuguese, teaching phonemic OM better prepares emergent readers to move into reading and spelling than teaching syllabic OM. Moreover, instruction that includes articulation as well as letters to segment words is especially effective. Results support a graphophonemic connectionist theory of emergent reading and spelling.

Keywords

learning to readlearning to spellorthographic mappingphonemic awarenessreading instructionsyllabic awareness
Type
Original Article
Information
Applied Psycholinguistics , Volume 39 , Issue 6 , November 2018 , pp. 1405 - 1437
Copyright
© Cambridge University Press 2018 

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