Early writing development in L1 English speaking children

Pelletier, Janette; Lasenby, J.

doi:10.17239/l1esll-2007.07.03.08

Cited by 6 publications

(3 citation statements)

References 28 publications

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“…In studies on the acquisition of writing in English Cassar 1996, 1997;Nunes, Bryant and Bindman 1997;Byrne, 1998;Treiman, 1993Treiman, , 2004Ehri 2000;Bourassa & Treiman, 2001;Pelletier & Lasenby, 2007), it was shown that morphological and orthographic awareness develops along with reading and writing instruction, yet children are able to use the knowledge on orthographic models of their native language very early (they know which letters tend to be doubled, which letters never occur at the beginning, etc. ), and also use morphological knowledge in order to support their spelling.…”

Section: Spelling Acquisition By Polish and English Childrenmentioning

confidence: 99%

Reading and spelling acquisition in Polish: Educational and linguistic determinants

Awramiuk¹,

Krasowicz-Kupis²

2013

L1 Educational Studies in Language and Literature

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Abstract. The process of reading and spelling acquisition, especially at the initial stage, is determined by the linguistic features of a given language and differs in various orthographic systems. However, the fundamental stages are assumed to be the same in all languages. Linguistic awareness plays a crucial role in the early stage of this process. The aim of this paper is to propose a model of acquiring reading and spelling skills in Polish children. The model shows the course of the process and takes into account essential elements of language awareness. The basis for this model are the authors' research results concerning reading and spelling acquisition by Polish children aged 5-8. In the discussion, the authors try to find out if the model of reading and spelling acquisition in Polish is different than in others languages, and if this is the case, what determines it. The comparison studies on the acquisition of both skills in European languages, especially in English and Polish, prove that there are some differences conditioned mainly by the way in which script is introduced to Polish children, as well as the features of the Polish language system. The specificity of reading acquisition in Polish language consists in omitting the logographic phase, distinguished in Englishlanguage models (e.g. Frith 1985), and the specificity of spelling acquisition -in exceptions from the standard spelling which are generally similar, but differently conditioned. The research of linguistic conditions of reading in the early stage of life also shows interesting dependencies, slightly different than in English-speaking children, concerning cognitive predictors and reading correlates, as well as reading strategies used by children.

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Section: Spelling Acquisition By Polish and English Childrenmentioning

confidence: 99%

Reading and spelling acquisition in Polish: Educational and linguistic determinants

Awramiuk¹,

Krasowicz-Kupis²

2013

L1 Educational Studies in Language and Literature

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“…In this task (Pelletier & Lasenby, 2007), children are asked to write a short sentence including numbers and words, for example, "Teacher has five little red crayons," using their choice of colored markers, pencil crayons, and lead pencils. Scores on the writing portion of this task range from 1 (for scribble) to 13 (for correct spelling).…”

Section: Print Task (Early Writing)mentioning

confidence: 99%

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

Pelletier

Fesseha

2019

eei

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Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.

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“…When a four-year-old girl wrote in her grandmother’s birthday card “HP BrDA NNe” ( Happy Birthday Nanny ), she was using ‘invented spelling’ (Chomsky, 1971; Ouellette and Sénéchal, 2008b; Read, 1971; Tangel and Blachman, 1992). The examination of children’s early spelling and writing indicates that these abilities typically progress from drawing or scribbling as a means of representing language graphically, to using letters to represent and spell words (Pelletier and Lasenby, 2007; Puranik and Lonigan, 2012; Tangel and Blachman, 1992, 1995; Treiman and Bourassa 2000). The skills and knowledge considered to be developmental precursors to conventional spelling are believed to change as children’s spelling becomes more accurate and refined (Kaderavek et al., 2009; Milburn et al., 2015; Pollo et al., 2008; Shatil et al., 2000).…”

mentioning

confidence: 99%

Cognitive, linguistic and print-related predictors of preschool children’s word spelling and name writing

Milburn

Hipfner-Boucher

Weitzman³

et al. 2016

Journal of Early Childhood Literacy

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Preschool children begin to represent spoken language in print long before receiving formal instruction in spelling and writing. The current study sought to identify the component skills that contribute to preschool children's ability to begin to spell words and write their name. Ninety-five preschool children (mean age ¼ 57 months) completed a battery of cognitive, linguistic, as well as print-related measures, including spelling/writing tasks (i.e. letters, words and name). All writing samples were scored Downloaded from using scoring matrices and inter-rater reliability was 90% and above. Hierarchical linear regression was conducted for word spelling, indicating that after controlling for age and IQ, the model of best fit included expressive vocabulary, working memory, blending, letter naming and letter writing ability. Logistic regression was conducted for name writing, indicating that the model that included age, expressive vocabulary, letter naming and letter writing identified preschool children who wrote their name conventionally and those who could not. Letter writing explained unique variance in both word spelling and name writing, and phonological awareness explained unique variance in word spelling only. These findings suggest that different processes underlie word spelling and name writing, supporting the consideration of a dual-route model of children's early spelling and writing ability.

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Early writing development in L1 English speaking children

Cited by 6 publications

References 28 publications

Reading and spelling acquisition in Polish: Educational and linguistic determinants

Reading and spelling acquisition in Polish: Educational and linguistic determinants

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education

Cognitive, linguistic and print-related predictors of preschool children’s word spelling and name writing

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