Invented Spelling Ability and Printed Word Learning in Kindergarten

The impact of invented spelling on phonemic awareness

“…BT for ''beat'') is a means of promoting phonemic awareness and modelling children's conceptions of phonemic entities; in this respect the quality of children's spelling is an excellent indicator of their phonological abilities and a good predictor of their subsequent success in the alphabetisation process. The value of invented spelling as a predictor of success at learning to read has indeed been confirmed by various studies (Mann, 1993;Richgels, 1995). Treiman (1998) also considers that children's invented spelling may facilitate their acquisition of insights into the alphabetic structure of writing, inasmuch as they mobilise and apply activities involving metalinguistic reflection about speech as a function of their attempts to write words.…”

Relations Between Children's Invented Spelling and the Development of Phonological Awareness

“…Treiman (1998), for example, argues that preschool children's invented spelling (such as "BT" for "beat") is a way of fostering their phonemic awareness and modelling their conception of phonemic entities, while simultaneously constituting an indicator of their phonemic abilities. Invented spelling would thus be of value when it comes to predicting a child's success in learning to read, and indeed this has been corroborated by various studies (Mann, 1993;Richgels, 1995;Vale & Cary, 1998). Treiman also considers that children's invented spelling may facilitate their acquisition of insights into the alphabetic structure of writing.…”

“…A similar point of view is shared by several authors (Mann, 1993;Richgels, 1995;Treiman, 1998;Treiman & Cassar, 1997) who have investigated the relationship between phonological awareness and learning to read, and who began to analyse the invented spelling of preschool children in the 1990s. Treiman (1998), for example, argues that preschool children's invented spelling (such as "BT" for "beat") is a way of fostering their phonemic awareness and modelling their conception of phonemic entities, while simultaneously constituting an indicator of their phonemic abilities.…”

Okul Öncesi Öğretmenlerinin “Erken Okuryazarlık” Kavramına İlişkin Bilgi Düzeyleri ve Sınıf Uygulamaları

“…Çoğunlukla gerçekleştirdikleri öğretimin ve oluşturdukları öğrenme ortamlarının niteliğinin oldukça düşük olduğu bildirilmektedir (Locasale-Crouch, Konold, Pianta, Howes, Burchinal, Bryant, Clifford, Early, veBarbarin, 2007;Pianta vd., 2005). Öğretmenlerin genel olarak harflerin ve seslerin öğretimine (Frey, Lee, Tollefson, Pass ve Massengill, 2005;Stipek, 2004;Xue ve Meisels, 2004), çocuklarla etkileşimde dilin yaygın kullanımına ve modellenmesine (Girolametto, Weitzman, van Leishout ve Duff, 2000), kitap okuma etkinliklerine (Dickinson ve Smith, 1994;Justice, Meier ve Walpole, 2005) ve sınıfta yazılı materyallerin kullanımına (Clark ve Kragler, 2005;Richgels, 1995) sınırlı düzeyde yer verdikleri belirtilmektedir.…”