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1.
《Learning and Instruction》2006,16(1):41-56
The objective of this study was to assess the impact of a training programme, designed to make preschool-age children's invented spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental and 3 control groups based on the nature of their invented spelling. Children's phonemic skills were evaluated in a pre-test and a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress in the phonemic tests than the control groups. The training's impact on those tests differed depending on the level of the children's invented spelling. 相似文献
2.
Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures. 相似文献
3.
Monique Sénéchal Gene Ouellette Stephanie Pagan Rosemary Lever 《Reading and writing》2012,25(4):917-934
The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading
for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of
having difficulty acquiring reading skills. Children were randomly assigned to one of three training conditions: invented
spelling, phoneme segmentation, or storybook reading. All children participated in 16 small group sessions over 8 weeks. In
addition, children in the three training conditions received letter-knowledge training and worked on the same 40 stimulus
words that were created from an array of 14 letters. The findings were clear: on pretest, there were no differences between
the three conditions on measures of early literacy and vocabulary, but, after training, invented spelling children learned
to read more words than did the other children. As expected, the phoneme-segmentation and invented-spelling children were
better on phoneme awareness than were the storybook-reading children. Most interesting, however, both the invented spelling
and the phoneme-segmentation children performed similarly on phoneme awareness suggesting that the differential effect on
learning to read was not due to phoneme awareness per se. As such, the findings support the view that invented spelling is
an exploratory process that involves the integration of phoneme and orthographic representations. With guidance and developmentally
appropriate feedback, invented spelling provides a milieu for children to explore the relation between oral language and written
symbols that can facilitate their entry in reading. 相似文献
4.
Hilde Hofslundsengen Bente Eriksen Hagtvet Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. 相似文献
5.
This study examined the nature of the relationship between phonemic awareness and reading and spelling development and focused particularlyon the development of early self-directed writing. The spontaneous writing attempts of 44 first-graders were followed on 6 test occasions from the start of grade 1 (7 years) until the middle of grade 2. The children were divided into 2 groups, one group (N = 21) with a high level of phonemic awareness on entry into grade 1 (HPA) and one group (N = 23) with a low level on entry (LPA). The connection between level of inventedspelling used in the self-directed writing and later reading andspelling achievement in grades 1 and 2 was investigated. The results showed remarkable differences between the two groups. Level of invented spelling at Time 1 was highly predictive of both reading and spelling achievement at the end of grades 1 and 2, but only for the HPA group. With Time of Mastery regarding phonemic spelling as the independent variable and reading and spelling at the end of grade 2 as the dependent variable, regressions analysis indicated strong direct effects of early phonemic spelling upon later reading and spelling development, but only for the LPA children. The two groups showed different patterns of development in learning to read and spell during grades 1 and 2. 相似文献
6.
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading. 相似文献
7.
The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge. 相似文献
8.
Relations between early reading and writing skills among Spanish-speaking language minority children
Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children’s Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language) were related to their Spanish and English early writing skills using a sample of 554 children whose home language was Spanish. Multivariate regression analyses with simultaneous outcomes (Spanish and English invented spelling skills) were conducted to evaluate whether children’s early reading and writing skills were related across languages. Results indicated that children’s print knowledge and phonological awareness skills, but not oral language skills, were significantly related to their Spanish and English invented spelling skills. Spanish early literacy skills were not differentially related to Spanish and English reading and writing skills. The magnitude of the relations between print knowledge and oral language skills and children’s invented spelling skills varied as a function of child age; however, the magnitude of the relation between phonological awareness and invented spelling skills did not differ as a function of child age. Furthermore, results suggested that language minority children’s early reading and writing skills are related but distinct constructs and that children may be able to apply information gained from learning to read and write in their first language when learning to write in their second language. 相似文献
9.
Pauline Dixon Ian Schagen Paul Seedhouse 《School Effectiveness & School Improvement》2013,24(4):461-482
The aim of this study using a quasi-experimental design was to investigate whether utilising synthetic phonics in schools catering for low-income families in India would increase reading and spelling attainment in English. Over 500 children in 20 schools took part in the 6-month programme. Just over half of the children experienced lessons organised around the synthetic phonics materials, whilst the other children continued with their normal English lessons. The findings show that there were statistically significant differences between the intervention and control groups in the improvements of the children in their test scores in reading and spelling. 相似文献
10.
Studies on the role of metalinguistic awareness in emerging literacy have established that metalinguistic abilities at phonological, syntactic, print and pragmatic levels are linked to later attainments in literacy. Few have examined the interplay among these skills and developing reading and spelling. Using time-reversed path analyses, this study explores the possibility that metalinguistic awareness registers stronger direct effects on literacy than early pre-conventional reading and invented spelling skills. Sixty children aged 54 months (initially) were given measures of metalinguistic abilities, pre-conventional reading and invented spelling on three occasions. This allowed the exploration of reciprocal relationships between pre-conventional reading, invented spelling and metalinguistic abilities. On the fourth occasion, standardised tests of reading and spelling were administered. Results from time-reversed path analysis show that pre-conventional reading and invented spelling influenced each other across development and had stronger direct effects on subsequent literacy than did aspects of metalinguistic awareness. Pre-literate metalinguistic abilities were shown to affect pre-conventional reading and invented spelling skills and combine with these to influence further growth in literacy. The study’s results have implications for current models of literacy development. 相似文献
11.
Minna Torppa George K. Georgiou Pekka Niemi Marja-Kristiina Lerkkanen Anna-Maija Poikkeus 《Annals of dyslexia》2017,67(1):42-62
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this phenomenon. Finnish-speaking children (n?=?1963) were assessed on reading fluency and spelling in grades 1, 2, 3, and 4. Dissociation groups in reading and spelling were formed based on stable difficulties in grades 1–4. The groups were compared in kindergarten phonological awareness, rapid automatized naming, letter knowledge, home literacy environment, and task-avoidant behavior. The results indicated that the double dissociation groups could be identified even in the context of a highly transparent orthography: 41 children were unexpected poor spellers (SD), 36 were unexpected poor readers (RD), and 59 were poor in both reading and spelling (RSD). The RSD group performed poorest on all cognitive skills and showed the most task-avoidant behavior, the RD group performed poorly particularly on rapid automatized naming and letter knowledge, and the SD group had difficulties on phonological awareness and letter knowledge. Fathers’ shared book reading was less frequent in the RD and RSD groups than in the other groups. The findings suggest that there are discernible double dissociation groups with distinct cognitive profiles. This further suggests that the identification of difficulties in Finnish and the planning of teaching and remediation practices should include both reading and spelling assessments. 相似文献
12.
《Early education and development》2013,24(2):147-160
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children. 相似文献
13.
14.
This study reports the effects of a highly structuredindividually administered remedial teaching programmefor children with reading difficulties. Thephonological awareness, reading accuracy and spellingattainments of 28 children diagnosed as having low IQ(Mean IQ = 66, SD = 5.3) were compared with those of29 children diagnosed as having discrepancy defineddyslexia (Mean IQ = 95, SD = 8.4). The responsivenessto intervention of each group was also compared withteacher-referred reading-delayed children matched forinitial literacy skills. For reading accuracy andphonological awareness the dyslexic group respondedmore successfully than the low IQ group. The twogroups did not differ significantly on spelling. It isargued that the reading accuracy and phonologicalawareness results are in keeping with thephonological-core variable-difference (Stanovich &Siegel 1994) model of reading disability and that thegains of all groups on all measures were such thatthere is no obvious benefit in using IQ to selectchildren for a programme of individual teaching whichcombines reading with phonological awarenesstraining. 相似文献
15.
ABSTRACT The present study was conducted to investigate the incidence of motor coordination problems (clumsiness) among 10‐year‐old learning disabled children and to examine the characteristics of children with motor coordination problems. It was found that the strongest relationship between motor and learning problems seemed to exist in handwriting and arithmetic and the weakest in reading. With regard to the assignment to different subgroups based on deficient reading and spelling strategies, more clumsy children with dyslexic problems were classified in the ‘phonological’ and ‘mixed’ groups than in the ‘morphemic’ group. Our study also supports the heterogeneity of children labelled ‘clumsy’. The clumsy children varied widely in their characteristics and concomitant disabilities. No significant difference between the children with motor problems and a control group of ‘normal’ children was found when intelligence was accounted for. 相似文献
16.
《Support for Learning》2006,21(2):100-107
This paper considers evidence from an intervention designed to raise standards in spelling and independent writing. The Complete Spelling Programme (McMurray and Fleming, 1998) is designed to ensure that all processes involved in learning to spell are activated and that the interaction between them is facilitated. In addition, a number of innovative features within the programme's design allow sources of spelling knowledge to be presented in a developmental sequence, allowing all children to learn together, regardless of their ability. The programme provides day‐to‐day spellings and an extensive range of follow‐up activities, clearly differentiated, linking spelling to wider literacy teaching, e.g. grammar, language understanding, punctuation. The impact of the programme on progress, not only in spelling tests but also in spelling accuracy and quality in independent writing, was assessed by means of a longitudinal study with a 2 × 2 quasi‐experimental design. The two independent variables were (i) experimental school (intervention) or control school (no intervention) and (ii) high or low social disadvantage. A sample of 81 children aged 5–6 years across the four schools was followed for three years from Year 2 to Year 4 (Northern Ireland). A range of quantitative measures was used for baseline assessment and to establish the quantifiable outcomes for children in both the experimental (N=43) and the control schools (N=38). Qualitative measures were used to illuminate the processes involved in the programme in the experimental schools (McMurray, 2004). At the end of the study pupils who had been taught using the programme had made significant improvement in spelling and independent writing. On the basis of the findings it is argued that spelling needs to be seen as an integral tool in raising standards in literacy and that it should not be taught in isolation from other literacy skills. 相似文献
17.
This study was an investigation of reading and spelling errors of dyslexic Arabic readers (n=20) compared with two groups of normal readers: a young readers group, matched with the dyslexics by reading level (n=20) and an age-matched group (n=20). They were tested on reading and spelling of texts, isolated words and pseudowords. Two research questions were the focus of this study: What are the reading and spelling profile errors of dyslexic native Arabic speakers? What is the effect of the Arabic orthography on these types of errors? The results of the reading error analysis revealed a clear contribution of the uniqueness of the Arabic orthography to the types of errors made by the three different groups. In addition, the error profiles of the dyslexic readers were similar to the error profiles made by the younger reading-level-matched group in percentages and in quality. The most prominent types of errors were morphological and semiphonetic, which highlighted the contribution of the Arabic orthography to these types of errors. Consistently, the profile of the spelling errors was similar in percentages and quality among the dyslexics and the reading-level-matched group but different from the age-matched group on the spelling measures. The analysis of the spelling errors revealed that the dominant type of error was mostly phonetic due to the limited orthographic lexicon. In addition, the Arabic orthography also contributed to these types of errors because many spelling mistakes were made due to poor knowledge of the spelling rules. The results of the reading and spelling errors are discussed from a reading development point of view. Further, two models are suggested, one for reading and one for spelling, to illustrate the cognitive processes that underlie the reading and spelling mistakes in this type of orthography. 相似文献
18.
Catherine McBride-Chang 《Early education and development》1998,9(2):147-160
Ninety-three children were tested on a variety of reading-related skills, including Tangel and Blachman's (1992) invented spelling measure, four times over 1.5 years. Results revealed that this measure of invented spelling was 1) stable, 2) highly associated with traditional phonological awareness tasks, and 3) substantially predictive of standardized spelling and word and nonword decoding tests over time. A measure of orthographic processing, as well as phonological processing, was significantly associated with time 4 invented spelling, suggesting that both orthographic and phonological processes are involved in invented spelling. These results indicate that this measure of invented spelling may be an optimal diagnostic tool for researchers and educators interested in predicting subsequent reading ability/disability in early development. Invented spelling administered in early kindergarten may be an even better predictor of subsequent decoding skills than are traditional phonological awareness tasks, for American school children. 相似文献
19.
Angeline Liva Eliane Fijalkow Jacques Fijalkow 《European Journal of Psychology of Education - EJPE》1994,9(4):321-330
Two experiments were conducted to see if teaching poor readers to use inner speech could improve their reading and writing. In the first experiment, there were 8 third grade children, 4 in the experimental group and 4 in the control one, matched from a pre-test of reading. In the experimental group, the children were trained to use inner speech in 27 tasks, from explicit self-speech of the adult and of the child to implicit self-speech by the child alone. The results show significant differences between the two groups in the post-test of reading. In the second experiment, there were 6 students in second grade, 3 in the experimental group and 3 in the control one. In the experimental group, the children were trained to use inner speech in 18 tasks: 6 cognitive tasks that do not require short term memory as in the first experiment, 6 reading tasks, 6 writing tasks. In the experimental group, the children were trained to use self-speech to process the tasks whereas, in the control group, the adult’s help was mostly visual. The results were that the experimental group succeeded significantly better in the post-tests of reading and writing. 相似文献
20.
Thai, a tonal language, has its own distinctive alphabetic orthography. The study investigates reading and spelling development
in Thai children, with an aim of examining the grain size that is predominantly used when reading and spelling. Furthermore,
word and nonword lists were developed to examine the acquisition of the complex system of vowels and tone rules in Thai. Reading
and spelling of words and nonwords were assessed in 60 Thai children ranging in age from 7 to 9 years 8 months from Grade(s)
1, 2, and 3. A lexicality effect was found for both reading and spelling. Spelling lagged behind reading in the Grade 1 children.
Development rapidly increased between the youngest Grade 1 children and the older Grade 2 and 3 children. For word reading
there were significantly more lexical errors than phonological errors. Beginning readers appear to predominantly use a larger
lexico-syllabic grain size to read Thai. 相似文献