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ERIC Number: ED382371
Record Type: RIE
Publication Date: 1993-Nov
Pages: 12
Abstractor: N/A
Reference Count: N/A
Spelling in the Kindergarten: A Constructivist Analysis of Year-Long Spelling Development.
Manning, Maryann; And Others
This study examined the spelling growth of kindergarten children on a monthly basis to determine if new information about the spelling growth of children could be found and if there was a relationship between spelling level and the point at which children begin to put spaces between words in written sentences. Twenty-seven kindergartners were asked to write seven words (cement, ocean, punishment, motion, tomato, karate, and vacation) and one sentence (The giraffe eats leaves) eight times over the course of the school year at approximately 1-month intervals. Spelling performance was then rated on a seven-level scale. Asking children to spell the words on a monthly basis was found to provide no new insights concerning spelling development. The study found that the children progressed through the same levels as children in similar studies. It also found that at the beginning of the year only one child put spaces between the words in the sentence, whereas 13 children put spaces between the words at the end of the year. Implications for spelling instruction in the early childhood years are discussed. Contains seven references. (MDM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: African Americans; Spelling Growth
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 9-12, 1993).