Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?

Autor/inn/en	Ouellette, Gene; Sénéchal, Monique
Titel	Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?
Quelle	In: Developmental Psychology, 53 (2017) 1, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000179
Schlagwörter	Invented Spelling; Kindergarten; Predictor Variables; Reading Ability; Grade 1; Reading Tests; Student Evaluation; Oral Language; Vocabulary Development; Alphabets; Phonological Awareness; Path Analysis; Hypothesis Testing; Language Skills; Statistical Analysis; Foreign Countries; Intelligence Tests; Verbal Ability; Canada; Peabody Picture Vocabulary Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Rechtschreibdidaktik; Prädiktor; Reading competence; Lesekompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Lesetest; Schulnote; Studentische Bewertung; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatzarbeit; Buchstabenschrift; Pfadanalyse; Hypothesenprüfung; Hypothesentest; Language skill; Sprachkompetenz; Statistische Analyse; Ausland; Intelligence test; Intelligenztest; Mündliche Leistung; Kanada
Abstract	In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary, alphabetic knowledge, phonological awareness, word reading and invented spelling; approximately 1 year later they were assessed on multiple measures of reading and spelling. Path modeling was pursued to evaluate a hypothesized unique, causal role of invented spelling in subsequent literacy outcomes. Results supported a model in which invented spelling contributed directly to concurrent reading along with alphabetic knowledge and phonological awareness. Longitudinally, invented spelling influenced subsequent reading, along with alphabetic knowledge while mediating the connection between phonological awareness and early reading. Invented spelling also influenced subsequent conventional spelling along with phonological awareness, while mediating the influence of alphabetic knowledge. Invented spelling thus adds explanatory variance to literacy outcomes not entirely captured by well-studied code and language-related skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01