A Study for the Re-understanding of Invented Spelling

2019 ◽  
Vol 23 (5) ◽  
pp. 207-228
Author(s):  
Hwewon Kim ◽  
Kwangok Song
Keyword(s):  
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.

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language

2018 ◽  
Vol 47 (5) ◽  
pp. 1163-1187 ◽  
Author(s):  
Yi Ding ◽  
Ru-De Liu ◽  
Catherine A. McBride ◽  
Chung-Hau Fan ◽  
Le Xu ◽  
...  
Keyword(s):  
Second Language ◽  
Invented Spelling

Invented spelling activities in small groups and early spelling and reading

2014 ◽  
Vol 36 (4) ◽  
pp. 738-752 ◽  
Author(s):  
Margarida Alves Martins ◽  
Liliana Salvador ◽  
Ana Albuquerque ◽  
Cristina Silva
Keyword(s):  
Small Groups ◽  
Invented Spelling

Invented Spelling

2000 ◽  
Vol 22 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Sarah T. Ahmed ◽  
Linda J. Lombardino
Keyword(s):  
Invented Spelling

Finnish Kindergartners' Literacy Development in Contextualized Literacy Episodes: A Focus on Spelling

2000 ◽  
Vol 32 (3) ◽  
pp. 349-393 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Phase 1 ◽  
Invented Spelling ◽  
Spelling Development ◽  
Classroom Activities ◽  
Substantial Growth ◽  
Random Letter ◽  
Children's Writing ◽  
Field Notes ◽  
Almost All ◽  
Meaningful Literacy

This study focused on children's spelling development in a Finnish kindergarten. We examined how and when spelling begins when children are provided guided and meaningful literacy opportunities. Field notes, children's writing samples, and four dictations, as well as pre- and postinstruction assessment of literacy-related tasks were analyzed to describe children's progress and strategies. At the start of the study, some children did not know any letters, while others who knew some letters did not necessarily use them in the first dictation, drawing instead. Classroom activities offered children opportunities to increase letter knowledge and demonstrated how to apply that knowledge. The assessment at the end of the study in Phase 1 demonstrated a substantial growth in children's spelling: some children spelled almost all the dictated words correctly, most of the children used invented spelling, and only one child used random letter strings for a few words. In addition, children's reading developedso that several children were alphabetic-phase readers. In Phase 2, all the children used alphabetic strategies.

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