The building blocks of writing: Learning to write letters and spell words

Reading and Writing - Tập 21 - Trang 27-47 - 2007
Kristen D. Ritchey1
1School of Education Willard Hall, University of Delaware, Newark, USA

Tóm tắt

This study examined the development of beginning writing skills in kindergarten and the relationship between early writing skills and early reading skills. Sixty children were assessed on beginning writing skills (including letter writing, individual sound spelling, and real and nonsense word spelling) and beginning reading skills (including letter name and letter sound knowledge, global early reading ability, phonological awareness, and word reading). Children’s beginning writing abilities are described, and they exhibited a range of proficiency in their ability to write letters, spell sounds, and spell real and nonsense words. Global early reading proficiency, phonological awareness, and/or letter sound fluency predicted letter writing, sound spelling, and spelling of real and nonsense words.

Tài liệu tham khảo

Daly, E. J., Wright, J. A., Kelly, S. Q., & Meadows, B. K. (1997). Measures of early academic skills: Reliability and validity of fluency with a first grade sample. School Psychology Quarterly, 12, 268–280. DIBELS: Dynamic Indicators of Basic Early Literacy Skills. (2001). Retrieved from www.dibels.uoregon.edu/measures. Accessed 6 September 2001. Ehri, L.C. (1997). Learning to read and learning to spell are one and the same, almost. In C. A. Perfetti, L. Reiben & M. Fayol (Eds.), Learning to spell: Research, theory and practice across languages (pp. 237–270). Mahwah, NJ: Erlbaum. Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3–40). Mahwah, NJ: Erlbaum. Ehri, L. C., & Wilce, L. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 27, 47–65. Elliott, J., Lee, S. W., & Tollefson, N. (2001). A reliability and validity study of the dynamic indicators of early literacy skills—modified. School Psychology Review, 30, 33–49. Good, R. H., Simmons, D. C., & Kame’enui, E. J. (2001). The importance and decision-making utility of a continuum of fluency based indicators of foundational reading skills for third-grade students. Scientific Studies of Reading, 5, 257–288. Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620–633. Graham, S., Harris, K. R., & Fink Chorzempa, B. (2002). Contribution of spelling instruction to the spelling, writing, and reading of poor spellers. Journal of Educational Psychology, 94, 669–686. Graham, S., Weintraub, N., & Berninger, V. (2001). Which manuscript letters do primary children write legibly? Journal of Educational Psychology, 93, 488–497. Hecht, S., & Close, L. (2002). Emergent literacy skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergartners. Journal of Experimental Child Psychology, 82, 93–115. Kaminski, R. A., & Good, R. H. (1996). Towards a technology for assessing basic early literacy skills. School Psychology Review, 25, 215–227. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263–284. Mann, V. A., Tobian, P., & Wilson, R. (1987). Measuring phonological awareness through the invented spelling of kindergarten children. Merrill-Palmer Quarterly, 33, 365–391. McBride-Chang, C. (1998). The development of invented spelling. Early Education and Development, 9, 147–160. McBride-Chang, C. (1999). The ABCs of the ABCs: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285–308. National Center for Education Statistics (2001). The nation’s reported card: Fourth-grade reading 2000. Retrieved from www.nces.ed.gov/nationareportcard/pubs/main2000/2001499.asp. Accessed 2 February 2003. National Reading Panel (2000). Teaching children to read: An evidence-base of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institutes of Health. O’Connor, R. E., & Jenkins, J. R. (1995). Improving the generalization of sound/symbol knowledge: Teaching spelling to children with disabilities. Journal of Special Education, 29, 255–275. O’Connor, R. E., & Jenkins, J. R. (1999) Prediction of reading disabilities in kindergarten and first grade. Scientific Studies in Reading, 3, 159–197. Reid, K., Hresko, W., & Hammill, D. (2001). The test of early reading ability (3rd ed.). Circle Pines, MN: American Guidance Service. Ritchey, K. D. (2006). Learning to write: Progress-monitoring tools for beginning and at-risk writers. Teaching Exceptional Children, 39(2), 22–26. Ritchey, K. D., & Speece, D. L. (2006). From letter names to word reading: The nascent role of sublexical fluency. Contemporary Educational Psychology, 31, 301–327. Salvia, J., & Ysseldyke, J. (2004). Assessment in inclusive and special education (9th ed.). Boston: Houghton Mifflin. Snow C., Burn M. S. & Griffin P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council. Speece, D. L., & Case, L. P. (2001). Classification in context: An alternative approach to identifying early reading disability. Journal of Educational Psychology, 93, 735–749. Speece, D. L., Mills, C., Ritchey, K. D., & Hillman, E. (2003). Initial evidence that Letter Fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36,, 223–233. Stage, S., & Wagner, R. K. (1992). Development of young children’s phonological and orthographic knowledge as revealed by their spellings. Developmental Psychology, 28, 287–296. Swanson, H. L., & Berninger, V. W. (1996). Individual differences in children’s working memory and writing skill. Journal of Experimental Child Psychology, 63, 358–385. Tangel, D. M., & Blachman, B. A. (1992). Effect of phoneme awareness instruction on kindergarten children’s invented spellings. Journal of Reading Behavior, 24, 233–258. Tindal, G. A., & Marston, D. B. (1990). Classroom-based assessment: Evaluating instructional outcomes. Columbus, OH: Merrill Publishing. Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundation of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540. Uhry, J. K. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11, 441–464. Uhry, J., & Sheperd, M. (1993). Segmentation/spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28, 218–233. Wagner, R. K., Torgesen, J. K., & Rashotte, C. (1999). Comprehensive test of phonological processing. Austin, TX: ProEd. White, O. R, & Haring, N. G. (1980). Exceptional teaching. Columbus, OH: Merrill. Woodcock, R. (1998). Woodcock reading mastery test—revised/normative update. Circle Pines, MN: American Guidance Service.