Effects of Various Early Writing Practices on Reading and Spelling

Laurence Rieben · Ladislas Ntamakiliro · B. Gonthier · Michel Fayol

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Reading and Literacy Development Language Development and Disorders Writing and Handwriting Education

Abstract

The effects of different early word spelling practices on reading and spelling were studied in 145 five-year-old children. Three experimental treatments were designed to mimic different teaching activities by having children practice invented spelling (IS group), copied spelling (CS group), or invented spelling with feedback on correct orthography (ISFB group), whereas a control group only made drawings (D group). The main results indicate that (a) children in the ISFB group obtained significantly higher scores in the orthographic aspects of spelling and word reading than children in the IS and CS groups, (b) the superiority of the ISFB group did not extend to phonological aspects of reading and spelling, and (c) the performance of the IS and CS groups was not significantly better than that of the D group. These results suggest that neither invented spelling alone nor copied spelling alone is as effective as the practice of invented spelling combined with exposure to correct spelling.

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1991Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95.1983Categorizing sounds and learning to read—a causal connection 1986Writing: Teachers and Children at Work 2012Reading Research Quarterly 1986Emergent Literacy: Writing and Reading 1991Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?1991Becoming Literate: The Construction of Inner Control 1971Pre-School Children's Knowledge of English Phonology

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