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| Autor/in | Nicholson, Mary-Jo S. |
|---|---|
| Titel | The Effect of Invented Spelling on Running Word Counts in Creative Writing. |
| Quelle | (1996), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Hochschulschrift; Comparative Analysis; Creative Writing; Invented Spelling; Primary Education; Teaching Styles; Whole Language Approach; Writing Apprehension; Writing Attitudes; Writing Research; Writing Skills |
| Abstract | A study compared the progress of children encouraged to use inventive spelling with those encouraged to use traditional spelling in their creative writing. It was hypothesized that there would not be a significant difference in the writing samples produced in terms of their length or degree of elaboration. Participants were two second-grade classes from a suburban school district. The classroom teachers had different styles of teaching but taught the same weekly spelling list from a spelling text. The control sample was taught through a traditional teaching style. The experimental sample was taught by a whole language method. Also, in the experimental sample, inventive spelling was encouraged with creative writing. The control sample used a conventional spelling method in creative writing. Each group was given 15 minutes to write as much as they could about their December vacation. Results showed that the inventive spelling group were considerably more prolific; their average word count was almost twice that of the other group. It was noted, in addition, that inventive spelling students were more relaxed, not concerned with spelling every word correctly and were willing to take risks. Their ideas appeared to flow more easily. Students who used the traditional spelling method appeared to be more concerned with spelling every word correctly and found themselves inhibited in expressing themselves. The study's hypothesis was rejected. (Contains a table, a related literature review, and 27 references. Appendices contain running word counts.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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