Descriptor
| Invented Spelling | 2 |
| Primary Education | 2 |
| Reading Skills | 2 |
| Whole Language Approach | 2 |
| Comparative Analysis | 1 |
| Emergent Literacy | 1 |
| Finger Spelling | 1 |
| Grade 3 | 1 |
| Graphemes | 1 |
| Kindergarten | 1 |
| Kindergarten Children | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedUhry, Joanna K. – Reading and Writing: An Interdisciplinary Journal, 1999
Examines the relationship between ability to invent spellings and ability to finger-point read memorized text in 109 kindergartners in whole-language classrooms. Finds that letter name knowledge and phonemic awareness account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle…
Descriptors: Emergent Literacy, Finger Spelling, Invented Spelling, Kindergarten
Peer reviewedBruck, Maggie; Teiman, Rebecca; Caravolas, Marketa; Genesee, Fred; Cassar, Marie – Applied Psycholinguistics, 1998
The spelling skills of grade three children who had received whole-language instruction since they began to learn to read were compared with those of grade three children attending a phonics program. Overall, the phonics group produced more accurate word spellings than the whole-language group. In addition, the phonics children's spelling of…
Descriptors: Comparative Analysis, Grade 3, Graphemes, Invented Spelling
