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ERIC Number: ED317953
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
The Influence of Phonics Instruction on Spelling Progress.
Nelson, Laurie
A study explored the possibility of instructional influence on children's passage along a developmental spelling continuum. The spelling of a group of 28 children who received intensive phonics instruction their kindergarten year was contrasted with the spelling of 24 first-grade children instructed in word-based materials. Subjects were initially equated on the basis of several measures of early reading ability, including a spelling measure. Subsequently, only those children in the phonetic spelling stage were included in the analysis. Results indicated a trend toward accelerated correct short vowel spelling with consequences for long vowel spellings on the part of phonics-instructed kindergartners. The significant results raised three issues: (1) what was proposed as a"natural" developmental sequence may be heavily supported by how children typically learn to read; (2) the specific instructional influence shown may be less interesting than the general phenomenon that instruction can delimit how children learn words; and (3) the basic tenets of Charles Read and Edmund Henderson's work (Read, 1971; Henderson, 1980) seem unshaken by this evidence. In this way the results of the study potentially replicate the developmental spelling scheme. (One figure and one table of data are included; 15 references are attached.) (MG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A