Spelling of kindergarten12/19/2023 ![]() Much theory and research suggests that measures of the phonological quality of young children’s spellings would be good indicators of their current knowledge and future prospects. and Australian children who took a widely used 10-word spelling test at the end of kindergarten and a standardized spelling test at the end of Grade 2, and we asked which measures best predicted Grade 2 performance. We employed eight different metrics to score the spellings of 374 U.S. In particular, are measures that take account of phonological plausibility better predictors than measures that consider orthographic acceptability only? We addressed these questions using data from an ongoing longitudinal study of literacy development in twins, data that have been used in other work to examine genetic and environmental influences on literacy (e.g., Byrne et al., 2005, 2008 Christopher et al., 2015). The goal of the present study was to explore different measures of kindergartners’ spelling and to determine whether some measures are better predictors of later spelling performance than is conventional correctness. ![]() For example, students’ partial spelling (e.g., 〈ct〉 for cat) or substitution of phonetically similar letters (e.g., 〈kat〉 for cat) may indicate knowledge of sound-spelling relationships. In contrast, more precise analysis of students’ spelling skills that examines incomplete or inaccurate spelling may provide additional information. incorrect spelling) may limit the information that can be gained. … an assessment procedure that focuses solely on students’ complete spelling abilities (e.g., correct vs. As Ritchey, Coker, and McCraw (2010) stated in a discussion of kindergartners’ spelling, Measures of spelling performance that take these phonological factors into account may therefore be more informative than is conventional correctness. Partial spellings such as 〈kam〉 and 〈k〉 for come are common among young children, and research has documented the phonological basis of such spellings (e.g., Read & Treiman, 2013). However, this type of scoring overlooks the difference between incorrect spellings that reveal some knowledge of sound–spelling correspondences, such as 〈kam〉 for come, and incorrect spellings that reveal little or no knowledge of these correspondences, such as 〈bwya〉 for come. The most obvious way to score spellings is as correct or incorrect. ![]() Learning to spell is a foundation for both writing and reading (e.g., Graham, Harris, & Chorzempa, 2002 Treiman, 1998), and so it is important to find accurate and sensitive ways to assess children’s spelling. ![]()
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