{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,29]],"date-time":"2025-08-29T10:00:19Z","timestamp":1756461619353},"reference-count":52,"publisher":"FapUNIFESP (SciELO)","issue":"3","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Psico-USF"],"published-print":{"date-parts":[[2017,12]]},"abstract":"<jats:p>Resumo O principal objetivo deste estudo foi avaliar os efeitos de um programa de treino de escrita inventada na aprendizagem de habilidades iniciais de alfabetiza\u00e7\u00e3o em crian\u00e7as pr\u00e9-escolares falantes de l\u00edngua portuguesa. Participaram 79 crian\u00e7as de educa\u00e7\u00e3o infantil em Portugal e no Brasil. Constitu\u00edram-se quatro grupos (um grupo experimental e um grupo controle em cada pa\u00eds) equivalentes no conhecimento do alfabeto, intelig\u00eancia n\u00e3o verbal e consci\u00eancia fonol\u00f3gica (sil\u00e1bica e fon\u00eamica). Foi realizado um pr\u00e9\/p\u00f3s-teste de escrita e leitura. No per\u00edodo interm\u00e9dio, os grupos experimentais participaram de atividades de escrita inventada e os grupos controle na leitura de livros infantis. No p\u00f3s-teste, os resultados dos grupos experimentais foram superiores aos dos grupos controle nas tarefas de escrita e leitura. Al\u00e9m disso, os resultados foram equivalentes nos dois pa\u00edses, o que sugere que as atividades de escrita inventada promovem habilidades de alfabetiza\u00e7\u00e3o de pr\u00e9-escolares falantes de duas variantes do portugu\u00eas: europeu e brasileiro.<\/jats:p>","DOI":"10.1590\/1413-82712017220305","type":"journal-article","created":{"date-parts":[[2017,12,21]],"date-time":"2017-12-21T15:10:59Z","timestamp":1513869059000},"page":"437-448","source":"Crossref","is-referenced-by-count":3,"title":["Habilidades Iniciais de Alfabetiza\u00e7\u00e3o em Portugu\u00eas: Pesquisa Transcultural em Portugal e no Brasil"],"prefix":"10.1590","volume":"22","author":[{"given":"Ana","family":"Albuquerque","sequence":"first","affiliation":[{"name":"Instituto Universit\u00e1rio,  Portugal"}]},{"given":"Margarida Alves","family":"Martins","sequence":"additional","affiliation":[{"name":"Instituto Universit\u00e1rio,  Portugal"}]}],"member":"530","reference":[{"key":"ref1","series-title":"Beginning to read: Thinking and learning about print","author":"Adams M.","year":"1998"},{"key":"ref2","doi-asserted-by":"crossref","first-page":"215","DOI":"10.17239\/jowr-2013.05.02.3","article-title":"The impact of invented spelling on early spelling and reading","volume":"5","author":"Alves Martins M.","year":"2013","journal-title":"Journal of Writing Research"},{"issue":"2","key":"ref3","first-page":"137","article-title":"Escrita inventada e aquisi\u00e7\u00e3o da leitura em crian\u00e7as de idade pr\u00e9-escolar","volume":"31","author":"Alves Martins M.","year":"2015","journal-title":"Psicologia: Teoria e Pesquisa"},{"issue":"0","key":"ref4","first-page":"1","article-title":"Invented spelling activities in small groups and early spelling and reading","author":"Alves Martins M.","year":"2014","journal-title":"Educational Psychology"},{"key":"ref5","doi-asserted-by":"crossref","first-page":"41","DOI":"10.1016\/j.learninstruc.2005.12.005","article-title":"The impact of invented spelling on phonemic awareness","volume":"16","author":"Alves Martins M.","year":"2006","journal-title":"Learning and Instruction"},{"key":"ref6","doi-asserted-by":"crossref","first-page":"163","DOI":"10.1007\/BF03173575","article-title":"Phonological abilities and writing among Portuguese preschool children","volume":"21","author":"Alves Martins M.","year":"2006","journal-title":"European Journal of Psychology of Education"},{"key":"ref7","doi-asserted-by":"crossref","first-page":"305","DOI":"10.1016\/S0022-0965(02)00101-7","article-title":"Relating print and speech: The effects of letter names and word position on reading and spelling performance","volume":"82","author":"Bowman M.","year":"2002","journal-title":"Journal of Experimental Child Psychology"},{"issue":"5","key":"ref8","doi-asserted-by":"crossref","first-page":"440","DOI":"10.1080\/10888438.2010.520778","article-title":"Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners","volume":"15","author":"Boyer N.","year":"2011","journal-title":"Scientific Studies of Reading"},{"key":"ref9","series-title":"The foundations of literacy","author":"Byrne B.","year":"1998"},{"key":"ref10","doi-asserted-by":"crossref","first-page":"808","DOI":"10.2307\/748199","article-title":"Sensitivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese","volume":"30","author":"Cardoso-Martins C.","year":"1995","journal-title":"Reading Research Quarterly"},{"issue":"1","key":"ref11","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1016\/j.jecp.2010.12.006","article-title":"Letter names and phonological awareness help children to learn letter-sound relations","volume":"109","author":"Cardoso-Martins C.","year":"2011","journal-title":"Journal of Experimental Child Psychology"},{"issue":"3","key":"ref12","doi-asserted-by":"crossref","first-page":"409","DOI":"10.1023\/A:1015213514722","article-title":"Letter name knowledge and the ability to learn to read by processing letter-phoneme relations in words: Evidence from Brazilian Portuguese-speaking children","volume":"15","author":"Cardoso-Martins C.","year":"2002","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"issue":"1","key":"ref13","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1207\/S1532799XSSR0701_03","article-title":"Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners\u2019 reading and spelling","volume":"7","author":"Castiglioni-Spalten M. L.","year":"2003","journal-title":"Scientific Studies of Reading"},{"key":"ref14","doi-asserted-by":"crossref","first-page":"287","DOI":"10.17763\/haer.40.2.y7u0242x76w05624","article-title":"Reading, writing and phonology","volume":"40","author":"Chomsky C.","year":"1970","journal-title":"Harvard Educational Review"},{"key":"ref15","series-title":"Gram\u00e1tica da L\u00edngua Portuguesa","author":"Cuesta P. V.","year":"1971"},{"key":"ref16","series-title":"L\u00edngua Portuguesa - Instrumentos de an\u00e1lise","author":"Duarte I.","year":"2000"},{"key":"ref17","series-title":"Os neur\u00f4nios da leitura: Como a ci\u00eancia explica a nossa capacidade de ler","author":"Dehaene S.","year":"2012"},{"key":"ref18","series-title":"Dyslexia: Integrating theory and practice","first-page":"63","volume-title":"The development of reading and spelling in children: An overview","author":"Ehri L. C.","year":"1991"},{"key":"ref19","series-title":"Learning to spell - Research, theory and practice across languages","first-page":"237","volume-title":"Learning to read and learning to spell are one and the same, almost","author":"Ehri L. C.","year":"1997"},{"issue":"1","key":"ref20","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1080\/10888438.2013.819356","article-title":"Orthographic mapping in the acquisition of sight word reading, spelling memory and vocabulary learning","volume":"18","author":"Ehri L. C.","year":"2014","journal-title":"Scientific Studies of Reading"},{"key":"ref21","series-title":"Los sistemas de escritura en el desarrollo del ni\u00f1o","author":"Ferreiro E.","year":"1979"},{"key":"ref22","series-title":"Surface dyslexia: Cognitive and neuropsychological studies of phonological reading","first-page":"301","volume-title":"Beneath the surface of developmental dyslexia","author":"Frith U.","year":"1985"},{"key":"ref23","series-title":"Le d\u00e9veloppement m\u00e9talinguistique","author":"Gombert E.","year":"1990"},{"key":"ref24","doi-asserted-by":"crossref","first-page":"259","DOI":"10.1177\/002221949302600406","article-title":"Phoneme awareness and future reading ability","volume":"26","author":"Mann V. A.","year":"1993","journal-title":"Journal of Learning Disabilities"},{"key":"ref25","doi-asserted-by":"crossref","first-page":"149","DOI":"10.1007\/s11881-003-0008-2","article-title":"Speech development, phonological awareness and letter knowledge in preschool children","volume":"53","author":"Mann V. A.","year":"2003","journal-title":"Annals of Dyslexia"},{"key":"ref26","series-title":"Gram\u00e1tica da L\u00edngua Portuguesa","author":"Mateus M. H. M.","year":"2003"},{"key":"ref27","doi-asserted-by":"crossref","first-page":"147","DOI":"10.1207\/s15566935eed0902_3","article-title":"The development of invented spelling","volume":"9","author":"McBride-Chang C.","year":"1998","journal-title":"Early Education and Development"},{"key":"ref28","series-title":"CONFIAS - Consci\u00eancia Fonol\u00f3gica: Instrumento de Avalia\u00e7\u00e3o Seq\u00fcencial","author":"Moojen S.","year":"2003"},{"key":"ref29","series-title":"Criar leitores - para professores e educadores","author":"Morais J.","year":"2013"},{"key":"ref30","series-title":"Children\u2019s reading and spelling: Beyond the first steps","author":"Nunes T.","year":"2009"},{"issue":"2","key":"ref31","doi-asserted-by":"crossref","first-page":"195","DOI":"10.1080\/10888430801917324","article-title":"A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling","volume":"12","author":"Ouellette G.","year":"2008","journal-title":"Scientific Studies of Reading"},{"issue":"4","key":"ref32","doi-asserted-by":"crossref","first-page":"899","DOI":"10.1111\/j.1467-8624.2008.01166.x","article-title":"Pathways to literacy: A study of invented spelling and its role in learning to read","volume":"79","author":"Ouellette G.","year":"2008","journal-title":"Child Development"},{"issue":"2","key":"ref33","doi-asserted-by":"crossref","first-page":"261","DOI":"10.1080\/00220973.2012.699903","article-title":"Guiding children\u2019s invented spellings: A gateway into literacy learning","volume":"81","author":"Ouellette G.","year":"2013","journal-title":"Journal of Experimental Education"},{"key":"ref34","series-title":"Precursors of functional literacy","first-page":"189","volume-title":"The lexical quality hypothesis","author":"Perfetti C. A.","year":"2002"},{"key":"ref35","doi-asserted-by":"crossref","first-page":"161","DOI":"10.1016\/j.jecp.2005.01.006","article-title":"Vowels, syllables and letters names: Differences of young children\u2019s spelling in English and Portuguese","volume":"92","author":"Pollo T. C.","year":"2005","journal-title":"Journal of Experimental Child Psychology"},{"key":"ref36","series-title":"Single-word read: Cognitive behavioral and biological perspectives","first-page":"175","volume-title":"Three perspectives on spelling development","author":"Pollo T. C.","year":"2008"},{"key":"ref37","series-title":"Manual for Raven\u2019s progressive matrices and vocabulary scale","author":"Raven J.","year":"1998"},{"key":"ref38","doi-asserted-by":"crossref","first-page":"1","DOI":"10.17763\/haer.41.1.91367v0h80051573","article-title":"Pre-school children\u2019s knowledge of English phonology","volume":"41","author":"Read C.","year":"1971","journal-title":"Harvard Educational Review"},{"issue":"2","key":"ref39","doi-asserted-by":"crossref","first-page":"137","DOI":"10.1016\/S0959-4752(96)00014-X","article-title":"Word search strategies and stages of word recognition","volume":"7","author":"Rieben L.","year":"1997","journal-title":"Learning and Instruction"},{"key":"ref40","first-page":"231","article-title":"On refining theoretical models of emergent literacy: The role of empirical evidence","volume":"95","author":"S\u00e9n\u00e9chal M.","year":"2001","journal-title":"Journal of School Psychology"},{"key":"ref41","doi-asserted-by":"crossref","first-page":"917","DOI":"10.1007\/s11145-011-9310-2","article-title":"The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study","volume":"25","author":"S\u00e9n\u00e9chal M.","year":"2012","journal-title":"Reading and Writing"},{"key":"ref42","doi-asserted-by":"crossref","first-page":"151","DOI":"10.1016\/0010-0277(94)00645-2","article-title":"Phonological coding and self-teaching: Sine qua non of reading acquisition","volume":"55","author":"Share D. L.","year":"1995","journal-title":"Cognition"},{"key":"ref43","series-title":"Bateria de provas fonol\u00f3gicas","author":"Silva C.","year":"2008"},{"key":"ref44","doi-asserted-by":"crossref","first-page":"466","DOI":"10.1598\/RRQ.37.4.6","article-title":"Phonological skills and writing of presyllabic children","volume":"37","author":"Silva C.","year":"2002","journal-title":"Reading Research Quarterly"},{"key":"ref45","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1080\/02568549109594817","article-title":"The theoretical basis for relationships between language and literacy in development","volume":"6","author":"Snow C.","year":"1991","journal-title":"Journal of Research in Childhood Education"},{"key":"ref46","series-title":"Word recognition in beginning literacy","first-page":"65","volume-title":"Issues involved in defining phonological awareness and its relation to early reading","author":"Stahl S.","year":"1998"},{"key":"ref47","series-title":"Emergent literacy: Writing and reading","author":"Teale W. H.","year":"1986"},{"key":"ref48","series-title":"Handbook of writing research","first-page":"83","volume-title":"The emergence of writing","author":"Tolchinsky L.","year":"2005"},{"key":"ref49","series-title":"Word recognition in beginning literacy","first-page":"289","volume-title":"Why spelling? The benefits of incorporating spelling into beginning reading instruction","author":"Treiman R.","year":"1998"},{"key":"ref50","series-title":"Handbook of children\u2019s literacy","first-page":"31","volume-title":"Phonology and spelling","author":"Treiman R.","year":"2004"},{"key":"ref51","series-title":"Advances in child development and behavior","first-page":"105","volume-title":"The role of letter names in the acquisition of literacy","author":"Treiman R.","year":"2003"},{"key":"ref52","doi-asserted-by":"crossref","first-page":"1524","DOI":"10.1111\/j.1467-8624.1998.tb06175.x","article-title":"The foundation of literacy: Learning the sounds of the letters","volume":"69","author":"Treiman R.","year":"1998","journal-title":"Child Development"}],"container-title":["Psico-USF"],"original-title":[],"link":[{"URL":"http:\/\/www.scielo.br\/pdf\/pusf\/v22n3\/2175-3563-pusf-22-03-437.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2018,1,17]],"date-time":"2018-01-17T22:05:39Z","timestamp":1516226739000},"score":1,"resource":{"primary":{"URL":"http:\/\/www.scielo.br\/scielo.php?script=sci_arttext&pid=S1413-82712017000300437&lng=pt&tlng=pt"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2017,12]]},"references-count":52,"journal-issue":{"issue":"3","published-print":{"date-parts":[[2017,12]]}},"alternative-id":["S1413-82712017000300437"],"URL":"https:\/\/doi.org\/10.1590\/1413-82712017220305","relation":{},"ISSN":["2175-3563"],"issn-type":[{"value":"2175-3563","type":"electronic"}],"subject":[],"published":{"date-parts":[[2017,12]]}}}