Invented Spelling in the Writing Process: Applications for the Elementary EFL/ESL Classroom.

Autor/in	Lundblade, Shirley Mae
Titel	Invented Spelling in the Writing Process: Applications for the Elementary EFL/ESL Classroom.
Quelle	(1994), (216 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Case Studies; Classroom Techniques; Educational Strategies; English (Second Language); Foreign Countries; Grade 1; Introductory Courses; Invented Spelling; Primary Education; Second Language Instruction; Spelling Instruction; Vocabulary Development; Writing Instruction; Writing Processes; Writing Skills; Thailand + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Einführungskurs; Rechtschreibdidaktik; Primarbereich; Fremdsprachenunterricht; Orthographieunterricht; Rechtschreibunterricht; Wortschatzarbeit; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	A study in Thailand investigated the relationship of invented spelling and writing skills among students of English as a Second Language (ESL). Subjects were 12 first-grade children, aged 6-7 years, in an international school. All were taught English, including writing, by the same method. Analysis of writing samples over the course of the year focused on patterns or changes in the spelling strategies used (conventional or invented), trends in spelling proficiency, and fluency of writing as measured by size and sophistication of vocabulary, output of stories, total words used, difficulty level of grammatical structures used, and several other criteria. Results indicate that the students using predominantly invented spelling in the writing process attained high scores on grade-level spelling tests, wrote with a larger and more sophisticated vocabulary, and used more complex sentence structures than those who used invented spelling to a more limited extent. Three case studies of children not included in the group and briefer case studies of each subject in the study are presented. Implications of the results for ESL classroom instruction are discussed. Tabulated data from the study are appended in 26 appendices. Contains 165 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC