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ERIC Number: ED452546
Record Type: RIE
Publication Date: 2001-Apr-26
Pages: 37
Abstractor: N/A
How Does Encouragement of Invented Spelling Influence Conventional Spelling Development?
Brasacchio, Tiffany; Kuhn, Bonnie; Martin, Stephanie
A study determined the impact encouragement of invented spelling has on a child's writing through a comparison of writing samples produced by children encouraged to use invented spelling with writing samples by children encouraged to use conventional spelling. Three first grade classes participated in this study, two of which are located in suburban school districts and one in a rural school district. Class sizes ranged from 15 to 25 students, and the children were all between the ages of 6 and 7. In each of the three classrooms, the teacher implemented the same scripted lesson which encouraged the use of invented spelling. The teachers then implemented a second lesson that required a similar writing task; however, during this lesson the children were strongly encouraged to spell words correctly (conventional spelling). During these lessons the teachers observed the children's spelling techniques and asked some children to talk about the strategies they used to spell the words. Upon collecting all the writing samples, each teacher counted the number of words written as well as how many words were spelled correctly. The results indicated that encouragement of invented spelling does not impact students' abilities to spell more words correctly. Yet, it does appear to allow students to express themselves more freely by using more words in their writing. Contains 25 references. A conventional spelling lesson plan and an invented spelling lesson plan are attached. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A