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Autor/inn/en | Lee, Julia Ai Cheng; Al Otaiba, Stephanie |
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Titel | End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction? |
Quelle | In: Reading & Writing Quarterly, 33 (2017) 3, S.226-238 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1057-3569 |
DOI | 10.1080/10573569.2016.1165639 |
Schlagwörter | Kindergarten; Spelling; Error Analysis (Language); Beginning Reading; Reading Instruction; At Risk Students; Language Arts; Emergent Literacy; Spelling Instruction; Phonological Awareness; Common Core State Standards; Preschool Teachers; Reading Difficulties; Reading Skills; Achievement Tests; Individualized Instruction; Florida; Woodcock Johnson Tests of Achievement Schreibweise; Error analysis; Language; Fehleranalyse; Erstleseunterricht; Leseunterricht; Sprachkultur; Frühleseunterricht; Orthographieunterricht; Rechtschreibunterricht; Common core curriculum; Curriculum; Kerncurriculum; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Individualisierender Unterricht |
Abstract | In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The findings suggest that not all of the children achieved the desired standard as outlined by the Common Core State Standards. In addition, not every good reader was a good speller, and not every poor speller was a poor reader. The study shows that spelling tasks that are accompanied by spelling error analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |