Pre-School, Kindergarten, and First-Grade Inventive Spellers' Treatment of Onsets and Rimes. Literacy Research Report No. 14.

Autor/inn/en	Richgels, Donald J.; und weitere
Institution	Northern Illinois Univ., DeKalb. Curriculum and Instruction Reading Clinic.
Titel	Pre-School, Kindergarten, and First-Grade Inventive Spellers' Treatment of Onsets and Rimes. Literacy Research Report No. 14.
Quelle	(1992), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Reading; Elementary School Students; Emergent Literacy; Grade 1; Invented Spelling; Kindergarten; Kindergarten Children; Phonemes; Phonemic Awareness; Preschool Children; Preschool Education; Primary Education; Reading Instruction; Reading Research; Student Centered Curriculum + Suchen Sie Ihr Suchwort? Erstleseunterricht; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Rechtschreibdidaktik; Fonem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Leseunterricht; Leseforschung
Abstract	A preliminary study sought to determine whether preschool, kindergarten, and first-grade children's analyses of English words were governed by perception of onsets and rimes or by perception of phonemes within onsets and rimes. Data were from several previous studies that used a 10-word invented spelling task. High percentages of the 135 preschool, kindergarten, and first grade inventive spellers with all lengths of words produced spellings that were considered unlikely if governed by attention to onsets and rimes rather than by attention to individual phonemes. The percentage of first graders who spelled consonant blends (78%) matches findings of an earlier study. Findings support a child-centered approach to early reading instruction. If children do not treat phonemes as more difficult than onsets and rimes and are willing to work at the task of analyzing complex onsets and rimes, then it makes sense to use teaching strategies that encourage children's discovery of their own tasks. (Four tables and one figure of data are included.) (Contains 22 references.) (Author/RS)
Anmerkungen	Northern Illinois University, The Reading Clinic, 119 Graham, DeKalb, IL 60115 ($3.50 postage included).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC