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ERIC Number: ED394128
Record Type: RIE
Publication Date: 1996-Apr-9
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Invented Spelling: An Indicator of Differential Problem-Solving Strategies of Good Spellers and Poor Spellers at Kindergarten and Grade One.
Poole-Hayes, Una; Dionne, Jean-Paul
A study examined the invented spelling of kindergarten and first grade students as an indicator of problem-solving strategies. The study explored the operations, by gender, of good spellers and poor spellers and how those operations change over time. A sample of 12 kindergarten girls and 12 kindergarten boys who were learning to read and write in their English mother tongue was selected for gender and ability and followed over a 12-month period. Subjects were 2 girls and 2 boys who were good spellers and 2 of each gender who were not, chosen from 3 schools to represent the diverse population of the school district. Students were videotaped while writing Tangel's 10 word Developmental Spelling Test (DST) using a Dionne Observation Table (DOT), in June, February, and May. Code grids describing operations used were constructed using visual protocols, verbatim transcripts, and words produced. Differences by ability and gender were calculated for each operation. Patterns, with 25% or greater difference, were identified for data and control related operations. Results indicated that consonant, vowel, and meaning-related operations and some operations in each of the cognitive control categories were differentiated by ability. Few patterns of differences were found by gender. Findings also indicated that growth was greater during the first half of Grade 1 than during the latter half. (Contains 5 tables of data and a figure; 36 references, various forms, samples, and directions are appended.) (Author/CR)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Spelling Growth
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).