ERIC Number: EJ1142890
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?
Lee, Julia Ai Cheng; Al Otaiba, Stephanie
Reading & Writing Quarterly, v33 n3 p226-238 2017
In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The findings suggest that not all of the children achieved the desired standard as outlined by the Common Core State Standards. In addition, not every good reader was a good speller, and not every poor speller was a poor reader. The study shows that spelling tasks that are accompanied by spelling error analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.
Descriptors: Kindergarten, Spelling, Error Analysis (Language), Beginning Reading, Reading Instruction, At Risk Students, Language Arts, Emergent Literacy, Spelling Instruction, Phonological Awareness, Common Core State Standards, Preschool Teachers, Reading Difficulties, Reading Skills, Achievement Tests, Individualized Instruction
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: P50HD052120