Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 4
1,307
Views
17
CrossRef citations to date
0
Altmetric
Articles

Invented spelling activities in small groups and early spelling and reading

, , &
Pages 738-752 | Received 16 Jan 2014, Accepted 28 Jul 2014, Published online: 26 Aug 2014

References

  • Alvarado, M. (1998). Consciencia fonológica y escritura en ninos preescolares: La posibilidad de omitir el primer segmento [Phonological awareness in preschool chidren: The possibility of deleting the first segment]. Lectura y Vida, 3, 42–50.
  • Alves Martins, M., Albuquerque, A., Salvador, L., & Silva, C. (2013). The impact of invented spelling on early spelling and reading. Journal of Writing Research, 5, 215–237.
  • Alves Martins, M., & Silva, C. (2006). The impact of invented spelling on phonemic awareness. Learning and Instruction, 16, 41–56. doi:10.1016/j.learninstruc.2005.12.00510.1016/j.learninstruc.2005.12.005
  • Chomsky, C. (1970). Reading, writing and phonology. Harvard Educational Review, 40, 287–309.
  • Clarke, L. K. (1988). Invented versus traditional spelling in first grader’s writings: Effects on learning to spell and read. Research in the Teaching of English, 22, 281–309.
  • Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 20, 47–65.10.2307/747720
  • Ferreiro, E., & Teberosky, A. (1979). Los sistemas de escritura en el desarrollo del niño [Writing systems in chilld development]. México: Siglo XXI. [ Trans. 1982. Literacy before schooling. Exeter, NH: Heineman Educational Books].
  • Gilly, M. (1988). Interaction entre pairs et constructions cognitives. Modèles explicatifs [Peer interactions and cognitive constructions. Explanatory models]. In A. N. Perret-Clermont & M. Nicolet (Eds.), Interagir et connaitre: enjeux et régulations sociales dans le développement [Interacting and learning: social issues and regulations in development] (pp. 19–28). Cousset: Delval.
  • Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Child Psychology, 93, 139–165. doi:10.1016/j.jecp.2005.08.002
  • Mann, V. A. (1993). Phoneme awareness and future reading ability. Journal of Learning Disabilities, 26, 259–269. doi:10.1177/00222194930260040410.1177/002221949302600406
  • McBride-Chang, C. (1998). The development of invented spelling. Early Education and Development, 9, 147–160. doi:10.1207/s15566935eed0902_310.1207/s15566935eed0902_3
  • Ouellette, G., & Sénéchal, M. (2008a). A window into early literacy: Exploring the cognitive and linguistic underpinnings of invented spelling. Scientific Studies of Reading, 12, 195–219. doi:10.1080/10888430801917XXX10.1080/10888430801917324
  • Ouellette, G., & Sénéchal, M. (2008b). Pathways to literacy: A study of invented spelling and its role in learning to read. Child Development, 79, 899–913. doi:10.1111/j.1467-8624.2008.01164.x10.1111/cdev.2008.79.issue-4
  • Ouellette, G., Sénéchal, M., & Haley, A. (2013). Guiding children’s invented spellings: A gateway into literacy learning. The Journal of Experimental Education, 81, 261–279. doi:10.1080/00220973.2012.69990310.1080/00220973.2012.699903
  • Pontecorvo, C. (1987). Discussing and reasoning: The role of argument in knowledge construction. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and Instruction: European research in an international context (pp. 239–250). Oxford: Pergamon Press.
  • Pontecorvo, C. (2005). Discutir, argumentar e pensar na escola. O adulto como regulador da aprendizagem [Discussing, arguing and thinking in school. The adult as a regulator of learning]. In C. Pontecorvo, A. M. Alejo, & C. Zucchermaglio (Eds.), Discutindo se Aprende: Interacção social, conhecimento e escola [Discussing promotes learning: Social interaction, learning and school] (pp. 65–88). Porto Alegre: Artemed Editora.
  • Raven, J., Raven, J. C., & Court, J. H. (1998). Manual for Raven’s progressive matrices and vocabulary scale. Section I. General overview. Oxford: Oxford Psychologists Press.
  • Read, C. (1971). Pre-school children’s knowledge of English phonology. Harvard Educational Review, 41, 1–34.
  • Richgels, D. (1995). Invented spelling ability and printed word learning in kindergarten. Reading Research Quarterly, 30, 96–109.10.2307/747746
  • Rieben, L., Ntamakiliro, L., Gonthier, B., & Fayol, M. (2005). Effects of various early writing practices on reading and spelling. Scientific Studies of Reading, 9, 145–166. doi:10.1207/s1532799xssr0902_310.1207/s1532799xssr0902_3
  • Sénéchal, M., Ouellette, G., Pagan, S., & Lever, R. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25, 917–934. doi:10.1007/s11145-011-9310-210.1007/s11145-011-9310-2
  • Shatil, E., Share, D. L., & Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1–21.
  • Silva, C. (2002). Bateria de provas fonológicas [Battery of phonological tests]. Lisboa: ISPA.
  • Silva, C., & Alves Martins, M. (2002). Phonological skills and writing of pre-syllabic children. Reading Research Quarterly, 37, 466–483. doi:10.1598/RRQ.37.4.610.1598/RRQ.37.4.6
  • Tolchinsky, L. (2005). The emergence of writing. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 83–96). New York, NY: Guilford.
  • Treiman, R. (1998). Why spelling? The benefits of incorporating spelling into beginning reading instruction. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 289–313). Mahwah, NJ: Erlbaum.
  • Uhry, J. (1999). Invented spelling in kindergarten: The relationship with finger-point reading. Reading and Writing: An Interdisciplinary Journal, 11, 441–464. doi:10.1023/A:100803250213210.1023/A:1008032502132
  • Vernon, S. (1998). Escritura y consciencia fonológica en niños hispano-parlantes [Writing and phonological awareness in Spanish speaking children]. Infancia y Aprendizaje, 81, 105–120.10.1174/021037098320825271
  • Zucchermaglio, C. (2005). Compartilhar socialmente a convencionalidade da língua escrita [Socially sharing the conventionality of written language]. In C. Pontecorvo, A. M. Alejo, & C. Zucchermaglio (Eds.), Discutindo se Aprende: Interacção social, conhecimento e escola [Discussing promotes learning: Social interaction, learning and school] (pp. 263–279). Porto Alegre: Artemed Editora.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.