Impact of a kindergarten multicomponent intervention on grade 1 spelling

Autores
Porta, Maria Elsa; Ramirez, Gloria
Año de publicación
2025
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study examined the effects of two kindergarten literacy interventions on Grade 1 spelling among monolingual Spanish-speaking kindergarteners in low socioeconomic schools in Argentina. One intervention targeted PA and basic phonics, while the other was a multicomponent intervention integrating PA, MA, and vocabulary instruction. A control group followed the standard kindergarten curriculum without explicit literacy instruction. The interventions were delivered over three months by classroom teachers. Repeated measures ANOVAs showed that both intervention groups outperformed the control group on spelling at posttest, with large effect sizes. The results suggest that both PA and basic phonics-focused and multicomponent instruction can enhance early spelling skills in transparent orthographies such as Spanish. These findings provide support for kindergarten interventions and underscore the potential of teacher-delivered interventions to promote foundational literacy skills in under-resourced settings.
Fil: Porta, Maria Elsa. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Cuyo; Argentina
Fil: Ramirez, Gloria. Thompson Rivers University; Canadá
Materia
KINDERGARTEN INTERVENTION
PHONOLOGICAL AWARENESS
MORPHOLOGICAL AWARENESS
SPELLING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/282558
Acceder
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oai_identifier_str oai:ri.conicet.gov.ar:11336/282558
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Impact of a kindergarten multicomponent intervention on grade 1 spellingPorta, Maria ElsaRamirez, GloriaKINDERGARTEN INTERVENTIONPHONOLOGICAL AWARENESSMORPHOLOGICAL AWARENESSSPELLINGhttps://purl.org/becyt/ford/6.2https://purl.org/becyt/ford/6This study examined the effects of two kindergarten literacy interventions on Grade 1 spelling among monolingual Spanish-speaking kindergarteners in low socioeconomic schools in Argentina. One intervention targeted PA and basic phonics, while the other was a multicomponent intervention integrating PA, MA, and vocabulary instruction. A control group followed the standard kindergarten curriculum without explicit literacy instruction. The interventions were delivered over three months by classroom teachers. Repeated measures ANOVAs showed that both intervention groups outperformed the control group on spelling at posttest, with large effect sizes. The results suggest that both PA and basic phonics-focused and multicomponent instruction can enhance early spelling skills in transparent orthographies such as Spanish. These findings provide support for kindergarten interventions and underscore the potential of teacher-delivered interventions to promote foundational literacy skills in under-resourced settings.Fil: Porta, Maria Elsa. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Cuyo; ArgentinaFil: Ramirez, Gloria. Thompson Rivers University; CanadáSpringer2025-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/282558Porta, Maria Elsa; Ramirez, Gloria; Impact of a kindergarten multicomponent intervention on grade 1 spelling; Springer; Reading And Writing; 2026; 12-2025; 1-220922-4777CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://link.springer.com/10.1007/s11145-026-10771-yinfo:eu-repo/semantics/altIdentifier/doi/10.1007/s11145-026-10771-yinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2026-03-31T14:57:52Zoai:ri.conicet.gov.ar:11336/282558instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982026-03-31 14:57:52.897CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Impact of a kindergarten multicomponent intervention on grade 1 spelling
title Impact of a kindergarten multicomponent intervention on grade 1 spelling
spellingShingle Impact of a kindergarten multicomponent intervention on grade 1 spelling
Porta, Maria Elsa
KINDERGARTEN INTERVENTION
PHONOLOGICAL AWARENESS
MORPHOLOGICAL AWARENESS
SPELLING
title_short Impact of a kindergarten multicomponent intervention on grade 1 spelling
title_full Impact of a kindergarten multicomponent intervention on grade 1 spelling
title_fullStr Impact of a kindergarten multicomponent intervention on grade 1 spelling
title_full_unstemmed Impact of a kindergarten multicomponent intervention on grade 1 spelling
title_sort Impact of a kindergarten multicomponent intervention on grade 1 spelling
dc.creator.none.fl_str_mv Porta, Maria Elsa
Ramirez, Gloria
author Porta, Maria Elsa
author_facet Porta, Maria Elsa
Ramirez, Gloria
author_role author
author2 Ramirez, Gloria
author2_role author
dc.subject.none.fl_str_mv KINDERGARTEN INTERVENTION
PHONOLOGICAL AWARENESS
MORPHOLOGICAL AWARENESS
SPELLING
topic KINDERGARTEN INTERVENTION
PHONOLOGICAL AWARENESS
MORPHOLOGICAL AWARENESS
SPELLING
purl_subject.fl_str_mv https://purl.org/becyt/ford/6.2
https://purl.org/becyt/ford/6
dc.description.none.fl_txt_mv This study examined the effects of two kindergarten literacy interventions on Grade 1 spelling among monolingual Spanish-speaking kindergarteners in low socioeconomic schools in Argentina. One intervention targeted PA and basic phonics, while the other was a multicomponent intervention integrating PA, MA, and vocabulary instruction. A control group followed the standard kindergarten curriculum without explicit literacy instruction. The interventions were delivered over three months by classroom teachers. Repeated measures ANOVAs showed that both intervention groups outperformed the control group on spelling at posttest, with large effect sizes. The results suggest that both PA and basic phonics-focused and multicomponent instruction can enhance early spelling skills in transparent orthographies such as Spanish. These findings provide support for kindergarten interventions and underscore the potential of teacher-delivered interventions to promote foundational literacy skills in under-resourced settings.
Fil: Porta, Maria Elsa. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Cuyo; Argentina
Fil: Ramirez, Gloria. Thompson Rivers University; Canadá
description This study examined the effects of two kindergarten literacy interventions on Grade 1 spelling among monolingual Spanish-speaking kindergarteners in low socioeconomic schools in Argentina. One intervention targeted PA and basic phonics, while the other was a multicomponent intervention integrating PA, MA, and vocabulary instruction. A control group followed the standard kindergarten curriculum without explicit literacy instruction. The interventions were delivered over three months by classroom teachers. Repeated measures ANOVAs showed that both intervention groups outperformed the control group on spelling at posttest, with large effect sizes. The results suggest that both PA and basic phonics-focused and multicomponent instruction can enhance early spelling skills in transparent orthographies such as Spanish. These findings provide support for kindergarten interventions and underscore the potential of teacher-delivered interventions to promote foundational literacy skills in under-resourced settings.
publishDate 2025
dc.date.none.fl_str_mv 2025-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/282558
Porta, Maria Elsa; Ramirez, Gloria; Impact of a kindergarten multicomponent intervention on grade 1 spelling; Springer; Reading And Writing; 2026; 12-2025; 1-22
0922-4777
CONICET Digital
CONICET
url http://hdl.handle.net/11336/282558
identifier_str_mv Porta, Maria Elsa; Ramirez, Gloria; Impact of a kindergarten multicomponent intervention on grade 1 spelling; Springer; Reading And Writing; 2026; 12-2025; 1-22
0922-4777
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://link.springer.com/10.1007/s11145-026-10771-y
info:eu-repo/semantics/altIdentifier/doi/10.1007/s11145-026-10771-y
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1861214001208229888
score 12.822162

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