Learning to write begins before formal schooling through everyday interactions where children construct ideas about print. Informed by socioconstructivist theory, this quasi-experimental study evaluated the impact of naturalistic, teacher-mediated cooperative invented spelling activities in Portuguese preschools. The participants were 88 five-year-olds from six classes in three schools. Classrooms were randomly assigned within schools to an intervention group (n = 43) or a comparison group (n = 45). For two months, the intervention group engaged in weekly spelling discussions integrated into regular activities, while the comparison group followed the standard curriculum. Pre- and post-intervention spelling assessments and classroom observations were conducted. The results showed a strong positive intervention effect. The intervention group demonstrated significantly greater improvement in representing sounds in their spelling than the comparison group. Observations revealed that when teachers scaffolded discussions with open questions, and children, with varying knowledge levels, helped each other by explaining their thinking. This transformed spelling into a shared problem-solving task. The study confirmed invented spelling as a valuable classroom activity that advances alphabetic understanding. It was demonstrated that early literacy can be effectively nurtured through structured dialogue and collaboration within the regular preschool day. These findings provided a practical, theory-aligned model for supporting literacy development through social interaction.
Salvador et al. (2026) studied this question.