Literaturnachweis - Detailanzeige
| Autor/in | Swisher, Karen E. |
|---|---|
| Titel | An Action Model for Research in the Classroom: Developmental Spelling K-2. |
| Quelle | (1991), (19 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Action Research; Beginning Writing; Classroom Research; Developmental Stages; Emergent Literacy; Longitudinal Studies; Primary Education; Spelling; Spelling Instruction |
| Abstract | A longitudinal study examined the developmental spelling level of primary-age children. Eight subjects completed 10 separate cloze sentences in their kindergarten, first, and second grade. Subjects were read each of the sentences and then given time to write the word in the corresponding box. The test was introduced as a detective game to alleviate tension. Once data from each child were collected, the students' developmental stages were ascertained. Results indicated that spelling is indeed developmental. Findings suggest that invented spellings can provide classroom teachers with much needed information to help design appropriate instruction in writing and reading at each child's developmental level. (One figure listing the 10 sentences used in kindergarten, a table listing the 5 developmental spelling stages, and a table representing subjects' invented spellings are included.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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