Comparative study on writing in Infant Education: Constructivism vs. syllabic method

Abstract

The present study shows the process of writing with two groups of infant pupils over a three-year period. One of the groups followed the process using a constructivist methodology whereas the other group used the synthetic-alphabetic method. Both groups have similar characteristics in terms of number, socio-economic background and place of residence. The intervening teachers also have a similar teaching background. The results of the investigation point to much higher levels of success for those following the constructivist method.