Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

Treiman, Rebecca; Kessler, Brett; Pollo, Tatiana Cury; Byrne, Brian; Olson, Richard K.

doi:10.1080/10888438.2016.1186168

Cited by 27 publications

(30 citation statements)

References 35 publications

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“…Finally, our data are in line with recent correlational and predictive studies showing that there seems to be a strong predictive role of early emergent literacy skills to subsequent reading and writing in primary school (Ouellette & Sénéchal, 2016;Treiman, et al, 2016). Thus, as it expands the development of memory connections that link phonological units to orthographic representations, invented spelling measures should be considered along with phonological awareness and letter knowledge as a valuable means of enhancing children's literacy learning (Caravolas et al, 2012;Lonigan et al, 2000).…”

Section: Discussionsupporting

confidence: 89%

“…In fact, the use of partial spellings and phonologically plausible but unconventional spellings indicate that young children frequently have some knowledge regarding the connections between sounds and spellings, as found in a recent study with American and Australian kindergarteners (Treiman, Kessler, Pollo, Byrne & Olson, 2016). Furthermore, studies in Hebrew have shown that educational activities where children are invited to actively think about word spelling may enhance their own literacy learning process when supported by adults and/or more competent peers .…”

Section: The Role Of Early Literacy On Reading and Writing Achievementmentioning

confidence: 79%

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Enhancing children’s literacy learning: from invented spelling to effective reading and writing

Albuquerque¹,

Martins²

2019

L1 Educational Studies in Language and Literature

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This longitudinal study aimed at testing the long-term impact of invented spelling activities conducted in kindergarten on children's literacy skills throughout primary school until the end of Grade 3. The participants were 100 Portuguese 5-year-olds that were randomly assigned into two equivalent groups and took part in 10 training sessions: invented spelling (experimental condition) or storybook reading (control condition). Writing and reading skills were tested in kindergarten, Grade 1 and Grade 3. The results showed that the experimental group outperformed the control group in kindergarten and benefited more from formal school teaching instruction. Lasting effects were found as the invented spelling condition presented statistically significant higher scores in reading and writing in primary education. These findings support empirical evidence for enhancing young children's learning in favour of their later literacy performance.

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Section: Discussionsupporting

confidence: 89%

Section: The Role Of Early Literacy On Reading and Writing Achievementmentioning

confidence: 79%

Enhancing children’s literacy learning: from invented spelling to effective reading and writing

Albuquerque¹,

Martins²

2019

L1 Educational Studies in Language and Literature

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“…Other spelling assessment proposals evaluate a combination of phonological and orthographic knowledge. For example, Treiman et al (2016) assessed children's spelling considering both phonographic and orthographic skills. Words spelled with all conventional letters received more points than productions that were spelled with phonologically plausible, but unconventional, letters.…”

Section: Assessing Spellingmentioning

confidence: 99%

Non-phonological Strategies in Spelling Development

Salas

2020

Front. Psychol.

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This paper investigated the role that types of knowledge beyond phonology have on spelling development, such as knowledge of morpheme-to-grapheme mappings, of orthographic patterns, and of word-specific orthographic patterns. It is based on the modern view that children do not learn spelling in discrete stages but, rather, they apply different types of strategies from early on. The goals of the paper were threefold: (1) to determine the relative difficulty of different types of non-phonological spelling strategies, (2) to examine the contribution of non-phonological strategies (specifically, morphological, morphophonological, orthographic, and lexical) to conventional spelling scores, and (3) to determine the role of children's educational level and population type (first-vs. second-language learners) on spelling strategy use. A large sample of 982 children (497 boys), speakers of Catalan (a Romance language similar to Spanish but with a less consistent orthography), participated in the study. They were administered a bespoke dictation task aimed to test their conventional and phonographic accuracy skill, as well as to determine their ability to use different types of non-phonological strategies for the spelling of ambiguous phonemes. Data were analyzed with a series of multigroup, multilevel SEMs. Results showed that (1) children across groups found morphological and lexical strategies harder to apply than orthographic and morphophonological strategies and (2) all types of non-phonological strategies contributed greatly to spelling accuracy scores, even after controlling for children's phonographic skills. Efficient strategy use increased as a function of schooling level, while second-language learners had a worse performance throughout, but no group showed a specific pattern of results. In conclusion, the paper offers substantial evidence that non-phonological strategies are paramount to learning to spell at least during the early and intermediate elementary school years. It is suggested that the teaching of writing should therefore be multidimensional in nature and target particularly the strategies with which children struggle the most: knowledge of morpho-graphemic mappings and word-specific lexical representations. Theoretical implications are also discussed.

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“…There is some research systematically comparing spelling scoring metrics but no studies have done so in exploring the relation between spelling and reading comprehension. Treiman and colleagues examined the relations between spelling scoring metrics and future spelling ability (Treiman, Kessler, & Caravolas, 2019;Treiman, Kessler, Pollo, Byrne, & Olson, 2016). Even as early as the beginning of kindergarten, metrics based on accuracy of letters, such as whole-word accuracy and correct letter sequences, were better predictors of second grade spelling than phoneme-based metrics, such as phonological plausibility and phoneme distance.…”

Section: Spelling Scoring Metricsmentioning

confidence: 99%

Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?

Murphy

Justice

2019

Am J Speech Lang Pathol

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Purpose Considerable research effort has focused on understanding reading comprehension and reading comprehension difficulties. The purpose of this correlational study was to add to the small but growing body of literature on the role that spelling may play in reading comprehension, by investigating the full range of lexical-level literacy skills and whether spelling makes a unique contribution. This study also explored whether these relations vary with the spelling scoring metric. Method Data were collected from 63 children attending Grade 3 in a Midwestern state. In addition to measuring reading comprehension, word recognition, and vocabulary, 4 spelling scoring metrics were examined: the number of words spelled correctly, the number of correct letter sequences (CLS), and Spelling Sensitivity Scores for elements and for words. Results All spelling metrics were significantly correlated with reading comprehension. Results of hierarchical regressions showed that spelling was a significant, unique predictor of reading comprehension when the CLS metric was used. The scoring metrics were differentially related to reading comprehension. Metrics that gave credit based on orthographic precision only (number of words spelled correctly and CLS) were more highly related to reading comprehension than metrics that scored not only on orthographic accuracy but also on phonological and morphological accuracy (Spelling Sensitivity Scores for elements and for words). Conclusion These results indicate that spelling is related to reading comprehension and have theoretical and clinical implications for the use of spelling assessment. Supplemental Material https://doi.org/10.23641/asha.9947216

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Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

Cited by 27 publications

References 35 publications

Enhancing children’s literacy learning: from invented spelling to effective reading and writing

Enhancing children’s literacy learning: from invented spelling to effective reading and writing

Non-phonological Strategies in Spelling Development

Lexical-Level Predictors of Reading Comprehension in Third Grade: Is Spelling a Unique Contributor?

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