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

2003 ◽  
Vol 23 (1) ◽  
pp. 3-16 ◽  
Author(s):  
C. SILVA ◽  
M. ALVES MARTINS
Keyword(s):  
Phonological Awareness ◽  
Invented Spelling

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

scholarly journals Invented spelling intervention programmes: Comparing explicit and implicit instructions

2021 ◽  
Vol 39 (2) ◽  
pp. 229-245
Author(s):  
Tiago Almeida ◽  
Ana Cristina Silva ◽  
João Rosa
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
School Children ◽  
Explicit Instruction ◽  
Intervention Programs ◽  
Control Group ◽  
Invented Spelling ◽  
Intervention Programme ◽  
Instruction Group ◽  
Spelling Intervention

This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.

Invented Spelling

1997 ◽  
Vol 28 (4) ◽  
pp. 333-343 ◽  
Author(s):  
Linda J. Lombardino ◽  
Tara Bedford ◽  
Christine Fortier ◽  
Jennifer Carter ◽  
John Brandi
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Disabilities ◽  
Literacy Acquisition ◽  
Invented Spelling ◽  
Valid Measure ◽  
Spelling Errors ◽  
Reading Success ◽  
Highly Correlated

Types and distributions of spelling patterns were identified in the invented spelling samples of 100 children in the second semester of their kindergarten year. Invented spellings were studied because they provide a valid measure of children’s phonemic awareness in print—a skill that is highly correlated with reading success in the early stages of literacy acquisition. The subjects’ spelling errors were used to develop a taxonomy of 10 invented spelling patterns and 21 response types that characterized the children’s most frequently occurring spellings of graphemes targeted for analysis in 12 words. The acquisition of spelling patterns was examined by dividing the children into three groups based on the phonemic accuracy of their spellings on a pre-readirng instrument. A developmental ordering of spelling patterns is presented and relationships among phonological awareness, spelling, and reading are discussed as they are relevant to speech-language pathologists treating children who are at risk for reading disabilities.

Effects of a Supplemental Spanish Phonological Awareness Intervention on Latinx Preschoolers' Dual Language Emergent Literacy Skills

2020 ◽  
Vol 29 (3) ◽  
pp. 1283-1300
Author(s):  
Xigrid T. Soto ◽  
Andres Crucet-Choi ◽  
Howard Goldstein
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Emergent Literacy ◽  
Language Learners ◽  
Literacy Instruction ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Probe Design ◽  
Emergent Literacy Skills

Purpose Preschoolers' phonological awareness (PA) and alphabet knowledge (AK) skills are two of the strongest predictors of future reading. Despite evidence that providing at-risk preschoolers with timely emergent literacy interventions can prevent academic difficulties, there is a scarcity of research focusing on Latinx preschoolers who are dual language learners. Despite evidence of benefits of providing Latinxs with Spanish emergent literacy instruction, few studies include preschoolers. This study examined the effects of a supplemental Spanish PA and AK intervention on the dual emergent literacy skills of at-risk Latinx preschoolers. Method A multiple probe design across four units of instruction evaluated the effects of a Spanish supplemental emergent literacy intervention that explicitly facilitated generalizations to English. Four Latinx preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills in individual or small groups for 12–17 weeks. Results Children made large gains as each PA skill was introduced into intervention and generalized the PA skills they learned from Spanish to English. They also improved their English initial sound identification skills, a phonemic awareness task, when instruction was delivered in Spanish but with English words. Children made small to moderate gains in their Spanish letter naming and letter–sound correspondence skills and in generalizing this knowledge to English. Conclusion These findings provide preliminary evidence Latinx preschoolers who are dual language learners benefit from emergent literacy instruction that promotes their bilingual and biliterate development.

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