Invented spelling in kindergarten: The relationship with finger-point reading

Invented spelling in kindergarten: The relationship with finger-point reading The relationship between ability to invent spellings and ability to finger-point read memorized text was examined in 109 kindergartners in whole-language classrooms. It was hypothesized that letter name knowledge and phonemic awareness would account for ability in finger-point reading, but that invented spelling, because it requires the left-to-right alphabetic principle as well, would account for additional variance, and this turned out to be the case. It was also hypothesized that although initial phoneme spellings would be easier than those in other positions, and would be a factor in the voice-print match in finger-point reading, final phonemes would also play a significant role. This turned out to be the case for children who were able to read only a word or two, as well as for more capable beginners. Results were consistent with Ehri's (1992) model of phonetic-cue sight reading in which letters are utilized from both initial and final positions. Reading and Writing Springer Journals

Invented spelling in kindergarten: The relationship with finger-point reading

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Kluwer Academic Publishers
Copyright © 1999 by Kluwer Academic Publishers
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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