Pathways to literacy: a study of invented spelling and its role in learning to read

Child Development
Gene Ouellette, Monique Sénéchal

Abstract

This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2 comparison groups were trained in phonological awareness or drew pictures. Invented-spelling training benefited phonological and orthographic awareness and reading of words used in the intervention. Importantly, the invented-spelling group learned to read more words in a learn-to-read task than the other groups. The finding are in accord with the view that invented spelling coupled with feedback encourages an analytical approach and facilitates the integration of phonological and orthographic knowledge, hence facilitating the acquisition of reading.

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Citations

Sep 4, 2004·BMC Women's Health·Joan Lindsay, Lori Anderson
Feb 6, 2014·Journal of School Psychology·Nathan H ClemensDeborah Simmons
Oct 18, 2012·Journal of Experimental Child Psychology·Christopher J LoniganJeanine Clancy-Menchetti
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Jul 15, 2017·Reading & Writing Quarterly : Overcoming Learning Difficulties·Julia Ai Cheng Lee, Stephanie Al Otaiba
Feb 5, 2021·The Spanish Journal of Psychology·Luís QueridoArlette Verhaeghe

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