The Acquisition of Conventional Spelling Patterns by Pre-Conventional Spellers: A Developmental Analysis
Item
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Title
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The Acquisition of Conventional Spelling Patterns by Pre-Conventional Spellers: A Developmental Analysis
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Identifier
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d_2009_2013:8de03ff5824e:10906
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identifier
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11173
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Creator
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Lauterbach, Mark,
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Contributor
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Linnea C. Ehri
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Reading instruction | Elementary Education | Invented Spelling | Spelling Development
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Abstract
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This study involves a comparison of the experiences that enable young children who are still in the phase of "inventing" spelling to acquire conventional spelling patterns. A micro-genetic methodology was employed to analyze students' acquisition of specific spelling patterns over a 3-week, 6-session training period in order to identify factors that affected the rate of acquisition. Kindergarten and first grade students underwent a series of seven literacy pretests and were given exposure to nine words that contained difficult spelling patterns. Three of the words contained spelling patterns where the underlying phonology makes it challenging to identify the correct grapheme, three contained targeted spelling patterns where the orthographic patterns have no phonological trace and the final three words were non-words with either uncommon or illegal English spelling patterns. One group of students was taught to read the words containing the targeted spelling patterns on flash cards. A second group was taught to segment the same words by moving letters into Elkonin boxes. A third group of students, the minimal treatment control, group was asked to practice inventing spellings of these same words. Spelling tests were administered at the beginning and end of each training session and used to model growth curves of the acquisition of the conventional spelling patterns.;Results indicated that students trained in segmentation and word reading outperformed those in the minimal treatment control but were not statistically different. When analyzed by the three different types of spelling patterns, students who received the segmentation training did better learning the phonological spelling patterns, those who practiced reading the words on flashcards did better learning the non-word spelling patterns, and both groups performed similarly on the orthographic spelling patterns. Literacy skills also differentially predicted by spelling pattern---phonological skills best predicted learning phonological spelling patterns, word reading best predicted learning orthographic words and vocabulary knowledge had a negative effect on learning non-words. Word reading was found to be the best predictor of overall growth over the training period.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
