Invented spelling in kindergarten: The relationship with finger-point reading

Reading and Writing

Volumn 11, Issue 5-6, 1999, Pages 441-464

  Uhry, Joanna K ^a  

^a FORDHAM UNIVERSITY   (United States)

Author keywords

Emergent reading; Invented spelling; Kindergarten; Onset rime; Phoneme segmentation; Phonological awareness; Reading; Spelling

Indexed keywords

EID: 10644242017     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1008032502132     Document Type: Article

References (27)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Ashton-Warner, S. (1965). Teacher. New York: Simon & Schuster.
3. Ball, E.W. & Blachman, B.A. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling?, Reading Research Quarterly 26: 49-66.
4. Blachman, B.A., Ball, E.W., Black, R.S. & Tangel, D.M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference?, Reading and Writing: An Interdisciplinary Journal 6: 1-18.
5. Cairns, S. (1995). Oh No! Crystal Lake, IL: Rigby.
6. Dunn, L. & Dunn, L. (1981). Peabody Picture Vocabulary Test - Revised. Circle Pines, MM: American Guidance Service.
7. Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. in P.B. Gough, L.C. Ehri & R. Treiman (eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
8. Ehri, L.C. & Chun, C. (1996). How alphabetic/phonemic knowledge facilitates text processing in emergent readers. In J. Shimron (ed.), Literacy and education: Essays in memory of Dina Feitelson (pp. 69-93). Cresskill, NJ: Hampton Press.
9. Ehri, L.C. & Sweet, J. (1991). Fingerpoint-reading of memorized text: What enables beginners to process the print?, Reading Research Quarterly 26: 442-462.
10. Ehri, L.C. & Wilce, L.S. (1987). Does learning to spell help beginners learn to read words?, Reading Research Quarterly 18: 47-65.
11. Gentry, J.R. (1982). An analysis of developmental spelling in GYNS AT WRK, Reading Teacher 36: 192-200.
12. Henderson, E.H. (1981). Learning to read and spell: A child's knowledge of words. DeKalb, IL: Northern Illinois Press.
13. Henderson, E.H. (1990). Teaching spelling. Boston, MA: Houghton Mifflin.
14. Holdaway, D. (1979). The foundations of literacy. Portsmouth, NH: Heineman.
15. Mann, V.A., Tobin, P. & Wilson, R. (1987). Measuring phonological awareness through the invented spellings of kindergarten children, Merrill-Palmer Quarterly 33: 365-391.
16. Morris, D. (1983). Concept of word and phoneme awareness in the beginning reader, Research in the Teaching of English 17: 359-373.
17. Morris, D. (1992). Case Studies in teaching beginning readers: The Howard Street tutoring manual. Boone, NC: Fieldstream Publications.
18. Morris, D. (1993). The relationship between children's concept of word in text and phoneme awareness in learning to read: A longitudinal study, Research in the Teaching of English 27: 133-153.
19. Morris, D. & Perney, J. (1984). Developmental spelling as a predictor of first-grade reading achievement, The Elementary School Journal 84: 441-457.
20. Routman, R. (1991). Invitations: Changing as teachers and learners. Portsmouth, NH: Heineman.
21. Rosner, J. (1975). Test of auditory analysis skills. In J. Rosner (ed.), Helping children overcome learning difficulties (pp. 46-49). New York: Walker and Co.
22. Share, D., Jorm, A., Maclean, R. & Matthews, R. (1984). Sources of individual differences in reading acquisition, Journal of Educational Psychology 76: 1309-1324.
23. Stage, S.A. & Wagner, R.K. (1992). Development of young children's phonological and orthographic knowledge as revealed by their spellings, Developmental Psychology 28: 287-296.
24. Treiman, R., Berch, D. & Weatherston, S. (1993). Children's use of phoneme-grapheme correspondences in spelling: Roles of position and stress, Journal of Educational Psychology 95: 466-477.
25. Uhry, J.K. & Ehri, L.C. (1995, April). Fingerpoint-reading: Training effects on reading in low- and high-achieving kindergarten children. Paper presented at the annual meeting of the American Education Research Association in San Francisco.
26. Uhry, J.K. & Shepherd, M.J. (1993). Segmentation/spelling instruction as part of a first grade reading program: Effects on several measures of reading, Reading Research Quarterly 28: 218-233.
27. Woodcock, R. (1987). Woodcock Reading Mastery Tests - Revised. Circle Pines, MM: American Guidance.