Specific Instruction to Improve Orthographic Performance: An Intervention Programs Review
DOI:
https://doi.org/10.22235/pe.v12i1.1780Keywords:
writing, orthography, interventions in orthographyAbstract
The aim of this study is to present a review of the intervention programs in orthography that have shown evidence of improvement. Based on the analysis of 419 identified articles, twelve were selected as they met the criteria of having specifically developed an intervention plan in orthography. The results show a high level of systematization, regularity and specifications in the interventions, were both cognitive and instructional aspects are considered. For the program to have an effective impact, it needs to present a set frequency, consider the type of word, the phonological analysis and writing, which are implemented interactively in systematically planned activities.
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References
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Atkinson, T. S., Zhang, G., Zeller, N., y Phillips, S. F. (2014). Using word study instruction with developmental college students. Journal of Research in Reading, 37(4), 433-448.
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Berninger, V. W. (2009). Highlights of Programmatic, Interdisciplinary Research on Writing. Learning disabilities research & practice, 24(2), 69-80.
Erion, J., Davenport, C., Rodax, N., Scholl, B., y Hardy, J. (2009). Cover-copy-compare and spelling: One versus three repetitions. Journal of Behavioral Education, 18(4), 319-330.
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Ferroni, M., Diuk, B., y Mena, M. (2016). Desarrollo de la lectura y la escritura de palabras con ortografía compleja: sus predictores. Avances en Psicología Latinoamericana, 34(2), 253-271.
Ferroni, M., Mena, M., y Diuk, B. (2016). Niveles de respuestas a una intervención en ortografía. Ciencias Psicológicas, 10(1), 55-61.
Flower, L., y Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387.
Frías Navarro, M., y Pascual Llobel, J. (2003). Psicología Clínica basada en pruebas: efecto del tratamiento. Papeles del Psicólogo, 24(85), 11-18.
Fuchs, D., y Fuchs, L. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
Galve, J. L., Trallero, M., y Dioses, A. (2008). Fundamentos para la Intervención en el Aprendizaje de la Ortografía. Madrid, España: Cepe.
Gillespie, A., y Graham, S. (2014). A Meta-Analysis of Writing Interventions for Students With Learning Disabilities. Exceptional Children, 80(4), 454-473.
Graham, S., Harris, K., y MacArthur, C. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.
Graham, S., McKeown, D., Kiuhara, S., y Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
Guan, C., Liu, Y., Chan, D., Ye, F., y Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509-522.
Harris, K., Graham, S., Aitken, A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching Spelling, Writing, and Reading for Writing. TEACHING Exceptional Children, 49(4), 262-272.
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Jiménez, J., y Muñetón, M. (2010). Efectos de la práctica asistida a través de ordenador en la lectura y ortografía de niños con dificultades de aprendizaje. Psicothema, 22(4), 813-821.
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Kim, Y.-S., Apel, K., y Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, speech, and hearing services in schools, 44(4), 337-347.
Kohnen, S., Nickels, L., y Coltheart, M. (2010). Training «rule-of-(E)»: Further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia. Journal of Research in Reading, 33(4), 392-413.
Lin, J., Powers, K., y Brooks, P. (2015, enero). The effects of code-based literacy interventions on spelling achievement: A meta-analysis. Presentado en American Educational Research Association Annual Meeting, Chicago, IL.
Masterson, J. J., y Apel, K. (2010). Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods. Learning Disability Quarterly, 33(3), 185-198.
Miranda, A., Soriano, M., y Jarque, S. (2008). La evolución del campo de las dificultades de aprendizaje. En A. Miranda, E. Vidal-Abarca, y M. Soriano (Eds.), Evaluación e intervención psicoeducativa en dificultades de aprendizaje (pp. 19-40). Madrid, España: Pirámide.
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Rivas, R., y López, S. (2017). La reeducación de las disgrafías: perspectivas neuropsicológica y psicolingüística. Pensamiento Psicológico, 15(1), 73-86.
Sampaio, M., y Capellini, S. (2015). Intervenção ortográfica em escolares com e sem dificuldades de escrita. Psicologia Escolar e Educacional, 19(1), 105-115.
Sanchez-Meca, J., y Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.
Scardamalia, M., y Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y Aprendizaje, 58, 43-64.
Sharp, L. (2016). Acts of Writing: A Compilation of Six Models That Define the Processes of Writing. International Journal of Instruction, 9(2), 77-90.
Suárez, A. (2004). Iniciación escolar a la escritura y la lectura. Diseño de programas adaptados a la diversidad. Madrid, España: Pirámide.
Troia, G. A., y Graham, S. (2003). Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know. Journal of Educational and Psychological Consultation, 14(1), 75-89.
Van Daal, V. (2016). Orthographic learning in typically and atypically developing children. En V. van Daal y P. Tomalin (Eds.), The Dyselxia Handbook 2016 (pp. 123-134). Londres, Inglaterra: British Dyselexia Association.
Viel-Ruma, K., Houchins, D., y Fredrick, L. (2007). Error self-correction and spelling: Improving the spelling accuracy of secondary students with disabilities in written expression. Journal of Behavioral Education, 16(3), 291-301.
Wicki, W., Hurschler, S., Saxer, A., y Muller, M. (2014). Handwriting fluency in children: Impact and correlates. Swiss Journal of Psychology, 73(2), 87-96.
Williams, C., y Lundstrom, R. P. (2007). Strategy Instruction During Word Study and Interactive Writing Activities. The Reading Teacher, 61(3), 204-212.
Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., y Lundstrom, R. P. (2009). Word Study Instruction in the K-2 Classroom. The Reading Teacher, 62(7), 570-578.
Atkinson, T. S., Zhang, G., Zeller, N., y Phillips, S. F. (2014). Using word study instruction with developmental college students. Journal of Research in Reading, 37(4), 433-448.
Berninger, V. W. (1999). Coordinating Transcription and Text Generation in Working Memory during Composing: Automatic and Constructive Processes. Learning Disability Quarterly, 22(2), 99-112.
Berninger, V. W. (2009). Highlights of Programmatic, Interdisciplinary Research on Writing. Learning disabilities research & practice, 24(2), 69-80.
Erion, J., Davenport, C., Rodax, N., Scholl, B., y Hardy, J. (2009). Cover-copy-compare and spelling: One versus three repetitions. Journal of Behavioral Education, 18(4), 319-330.
Ferroni, M., y Diuk, B. (2014). Recodificación Fonológica y Formación de Representaciones Ortográficas en Español. Psykhe, 23(2), 1-11.
Ferroni, M., Diuk, B., y Mena, M. (2016). Desarrollo de la lectura y la escritura de palabras con ortografía compleja: sus predictores. Avances en Psicología Latinoamericana, 34(2), 253-271.
Ferroni, M., Mena, M., y Diuk, B. (2016). Niveles de respuestas a una intervención en ortografía. Ciencias Psicológicas, 10(1), 55-61.
Flower, L., y Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365-387.
Frías Navarro, M., y Pascual Llobel, J. (2003). Psicología Clínica basada en pruebas: efecto del tratamiento. Papeles del Psicólogo, 24(85), 11-18.
Fuchs, D., y Fuchs, L. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99.
Galve, J. L., Trallero, M., y Dioses, A. (2008). Fundamentos para la Intervención en el Aprendizaje de la Ortografía. Madrid, España: Cepe.
Gillespie, A., y Graham, S. (2014). A Meta-Analysis of Writing Interventions for Students With Learning Disabilities. Exceptional Children, 80(4), 454-473.
Graham, S., Harris, K., y MacArthur, C. (1991). Writing and writing instruction for students with learning disabilities: Review of a research program. Learning Disability Quarterly, 14(2), 89-114.
Graham, S., McKeown, D., Kiuhara, S., y Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879-896.
Guan, C., Liu, Y., Chan, D., Ye, F., y Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509-522.
Harris, K., Graham, S., Aitken, A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching Spelling, Writing, and Reading for Writing. TEACHING Exceptional Children, 49(4), 262-272.
Hernández, P. (2000). Enseñanza de los valores socioafectivos en un escenario constructivista: bienestar subjetivo e inteligencia intrapersonal. En J. Beltrán, V. Bermejo, L. Pérez, M. Prieto, D. Vence, y R. González (Eds.), Intervención psicopedagógica y currículum escolar (pp. 217-254). Madrid, España: Pirámide.
Ise, E., y Schulte-Körne, G. (2010). Spelling deficits in dyslexia: Evaluation of an orthographic spelling training. Annals of Dyslexia, 60(1), 18-39.
Jaspers, K. E., Williams, R. L., Skinner, C. H., Cihak, D., McCallum, R. S., y Ciancio, D. J. (2012). How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?. Journal of Behavioral Education, 21(1), 80-98.
Jiménez, J., y Muñetón, M. (2010). Efectos de la práctica asistida a través de ordenador en la lectura y ortografía de niños con dificultades de aprendizaje. Psicothema, 22(4), 813-821.
Jiménez, J., Naranjo, F., O’Shanahan, M., Muñetón, M., y Rojas, E. (2009). ¿Pueden tener dificultades con la ortografía los niños que leen bien?. Revista Española de pedagogía, 242, 45-60.
Kim, Y.-S., Apel, K., y Al Otaiba, S. (2013). The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention. Language, speech, and hearing services in schools, 44(4), 337-347.
Kohnen, S., Nickels, L., y Coltheart, M. (2010). Training «rule-of-(E)»: Further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia. Journal of Research in Reading, 33(4), 392-413.
Lin, J., Powers, K., y Brooks, P. (2015, enero). The effects of code-based literacy interventions on spelling achievement: A meta-analysis. Presentado en American Educational Research Association Annual Meeting, Chicago, IL.
Masterson, J. J., y Apel, K. (2010). Linking Characteristics Discovered in Spelling Assessment to Intervention Goals and Methods. Learning Disability Quarterly, 33(3), 185-198.
Miranda, A., Soriano, M., y Jarque, S. (2008). La evolución del campo de las dificultades de aprendizaje. En A. Miranda, E. Vidal-Abarca, y M. Soriano (Eds.), Evaluación e intervención psicoeducativa en dificultades de aprendizaje (pp. 19-40). Madrid, España: Pirámide.
New South Wales. Dept. of Education and Training. Disability Programs Directorate: Learning Assistance Program. (2007). Writing and spelling strategies: assisting students who have additional learning support needs. Darlinghurst, Australia: Learning Assistance Programs. Disability Programs Directorate.
Ortiz, M. (2009). Manual de dificultades de aprendizaje. Madrid, España: Pirámide.
Real Academia Española. (2011). Ortografía de la lengua española (1.ª ed.). Buenos Aires, Argentina: Espasa.
Rivas, R., y López, S. (2017). La reeducación de las disgrafías: perspectivas neuropsicológica y psicolingüística. Pensamiento Psicológico, 15(1), 73-86.
Sampaio, M., y Capellini, S. (2015). Intervenção ortográfica em escolares com e sem dificuldades de escrita. Psicologia Escolar e Educacional, 19(1), 105-115.
Sanchez-Meca, J., y Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7-17.
Scardamalia, M., y Bereiter, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y Aprendizaje, 58, 43-64.
Sharp, L. (2016). Acts of Writing: A Compilation of Six Models That Define the Processes of Writing. International Journal of Instruction, 9(2), 77-90.
Suárez, A. (2004). Iniciación escolar a la escritura y la lectura. Diseño de programas adaptados a la diversidad. Madrid, España: Pirámide.
Troia, G. A., y Graham, S. (2003). Effective Writing Instruction Across the Grades: What Every Educational Consultant Should Know. Journal of Educational and Psychological Consultation, 14(1), 75-89.
Van Daal, V. (2016). Orthographic learning in typically and atypically developing children. En V. van Daal y P. Tomalin (Eds.), The Dyselxia Handbook 2016 (pp. 123-134). Londres, Inglaterra: British Dyselexia Association.
Viel-Ruma, K., Houchins, D., y Fredrick, L. (2007). Error self-correction and spelling: Improving the spelling accuracy of secondary students with disabilities in written expression. Journal of Behavioral Education, 16(3), 291-301.
Wicki, W., Hurschler, S., Saxer, A., y Muller, M. (2014). Handwriting fluency in children: Impact and correlates. Swiss Journal of Psychology, 73(2), 87-96.
Williams, C., y Lundstrom, R. P. (2007). Strategy Instruction During Word Study and Interactive Writing Activities. The Reading Teacher, 61(3), 204-212.
Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., y Lundstrom, R. P. (2009). Word Study Instruction in the K-2 Classroom. The Reading Teacher, 62(7), 570-578.
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Published
2019-03-04
How to Cite
Palombo, A. L., & Cuadro, A. (2019). Specific Instruction to Improve Orthographic Performance: An Intervention Programs Review. Páginas De Educación, 12(1), 134–149. https://doi.org/10.22235/pe.v12i1.1780
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