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Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?
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Ouellette, Gene; Sénéchal, Monique – Developmental Psychology, 2017
In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…
Descriptors: Invented Spelling, Kindergarten, Predictor Variables, Reading Ability
Use of Consonant Letter Names in Beginning Spelling.
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Treiman, Rebecca – Developmental Psychology, 1994
The results of four experiments refute the idea that children rely heavily on their knowledge of letter names when they begin trying to spell words. Although kindergartners and first graders sometimes spelled the nonword /var/ as "vr," they were less likely to spell the nonword /ves/ as "vs" or the nonword /tib/ as…
Descriptors: Developmental Stages, Early Childhood Education, Graphemes, Invented Spelling
Development of Young Children's Phonological and Orthographic Knowledge as Revealed by Their Spellings.
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Stage, Scott A.; Wagner, Richard K. – Developmental Psychology, 1992
Nonword spellings were obtained from children in kindergarten through third grade in a study of the development of young children's phonological and orthographic knowledge. Results indicated that young children's nonword spellings reflected the joint influences of linguistic knowledge and psychological processes. (GLR)
Descriptors: Age Differences, Elementary School Students, Individual Development, Individual Differences