The aim of this study was to compare two intervention programs of invented spelling, a constructivist and a knowledge-transmission one. Participants were 78 pre-school children, whose invented spelling did not represent any sounds, distributed into five groups, four experimental and a control one with equivalent age, intelligence, number of known letters and phonological awareness. Between the pre-and post-test, children from experimental groups participated in an intervention program of invented spelling (constructivist or knowledge transmission), and there were manipulated variables related to the characteristics of the training words and the type of instructions. There has been significant evolution in the quality of invented spelling only in children who participated in the constructivist intervention programs.
Invented Spelling Programs; constructivism; knowledge-transmission