A Window into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling

Autor/inn/en	Ouellette, Gene P.; Senechal, Monique
Titel	A Window into Early Literacy: Exploring the Cognitive and Linguistic Underpinnings of Invented Spelling
Quelle	In: Scientific Studies of Reading, 12 (2008) 2, S.195-219 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Phoneme Grapheme Correspondence; Invented Spelling; Oral Language; Phonemic Awareness; Emergent Literacy; Language Skills; Morphology (Languages); Linguistic Competence; Short Term Memory; Kindergarten; Foreign Countries; Predictor Variables; Canada + Suchen Sie Ihr Suchwort? Rechtschreibdidaktik; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Language skill; Sprachkompetenz; Morphology; Morphologie; Kurzzeitgedächtnis; Ausland; Prädiktor; Kanada
Abstract	Children's early spelling attempts (invented spellings) and underlying component skills were evaluated in a sample (N = 115) of 5-year-old children. Letter-sound knowledge and phoneme awareness were shown to be important predictors of invented spelling performance in this age group. The results also showed associations between invented spelling and measures of orthographic awareness and morphological processing. The findings support the view that invented spelling is a developmentally complex and important early literacy skill that involves phonemic awareness, letter sound knowledge, and other oral language skills and orthographic knowledge. (Contains 6 tables and 1 footnote.) (As Provided).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10