ERIC Number: ED331021
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
Reading Achievement: Contributions of Invented Spelling and Alphabetic Knowledge.
Robinson, Susan Smith
A study investigated whether predictions of reading achievement could be improved by studying the relative contributions of alphabetic knowledge and invented spelling over time. Subjects, 38 upper middle-class children enrolled at an elementary school in the Midwest, were administered an alphabetic knowledge task (measuring letter names and letter sounds) and a measure of spelling ability twice during the kindergarten year. Two years later, grade equivalent scores from the reading comprehension subtest of the Iowa Test of Basic Skills were acquired. Results indicated that: (1) knowledge of the names and sounds of letters continued to be a good indicator of later reading success throughout kindergarten; (2) the combined variable of alphabetic knowledge yielded a more powerful midyear prediction of reading performance than either of the individual variables alone; and (3) by the end of kindergarten, children's invented spelling was found to provide the best prediction of subsequent reading success. (Two tables of data are included; 22 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Iowa State Univ. of Science and Technology, Ames. Research Inst. for Studies in Education.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills