End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

Autor/inn/en	Lee, Julia Ai Cheng; Al Otaiba, Stephanie
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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