The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study

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  • 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 eight
    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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  • Sénéchal, M, Ouellette, G. (Gene), Pagan, S. (Stephanie), & Lever, R. (Rosemary). (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. doi:10.1007/s11145-011-9310-2
Date Created
  • 2012-04-01

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