The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study |
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Authors: | Monique Sénéchal Gene Ouellette Stephanie Pagan and Rosemary Lever |
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Institution: | (1) Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, K1S 5B6, Canada;(2) Mount Allison University, Sackville, NB, Canada |
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Abstract: | 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. |
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