Invented spelling of EFL young beginning writers and its relation with phonological awareness and grapheme-phoneme principles

Journal of Second Language Writing

Volumn 18, Issue 1, 2009, Pages 44-56

  He, Tung hsien ^a   Wang, Wen lien ^b  

^a NATIONAL TAIPEI UNIVERSITY OF EDUCATION   (Taiwan)

^b Taipei Municipal Dun Hua Elementary School   (Taiwan)

Author keywords

EFL writing; Grapheme phoneme principles; Invented spelling; Phonological awareness

Indexed keywords

EID: 58249088165     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2008.06.001     Document Type: Article

References (42)

1. Adams M.J. Beginning to read: Thinking and learning about print (1990), MIT Press, Cambridge, MA
2. Adams, M. J., Treiman, R., & Pressley, M. (1998). Reading, writing, and literacy. In W. Damon (Series Ed.) & I. E. Sigel & K. A. Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 275-355). New York: John Wiley & Sons.
3. Bialystok E., Majumder S., and Martin M.M. Developing phonological awareness: Is there a bilingual advantage?. Applied Psycholinguistics 24 (2003) 27-44
4. Bialystok E., McBride-Chang C., and Luk G. Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology 97 (2005) 580-590
5. In: Burns M.S., Griffin P., and Snow C.E. (Eds). Growing up to read. Starting out right: A guide to promoting children's reading success (1999), National Academy Press, Washington, DC
6. Clarke L. Invented versus traditional spelling in first graders' writings. Research in the Teaching of English 22 (1987) 281-309
7. Clay M.M. An observation survey of early literacy achievement (1993), Heinemann Educational Books, Portsmouth, NH
8. Cunningham P.M., and Cunningham J.W. Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher 46 (1992) 106-115
9. Ferreiro E., and Vernon S. Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review 69 (1999) 395-415
10. Gentry J.R. Early spelling strategies. The Elementary School Journal 79 (1978) 88-92
11. Gentry J.R. An analysis of developmental spelling in GNYS at WRK. The Reading Teacher 36 (1982) 192-200
12. Gentry J.R. A retrospective on invented spelling and a look forward. The Reading Teacher 54 (2000) 318-331
13. Goswami U., and Bryant P. Phonological skills and learning to read (1990), Lawrence Erlbaum Associates, East Sussex, Britain
14. Hardy, E. J. (2002). A study of kindergarten students' phonological awareness development as measured by their writing. Unpublished doctoral dissertation, Texas Woman's University, Denton, USA.
15. Invernizzi M., Abouzeid M., and Gill J.T. Using students' invented spellings as a guide for spelling instruction that emphasizes word study. The Elementary School Journal 95 (1994) 155-167
16. Kessler B., and Treiman R. Is English spelling chaotic? Misconceptions concerning its irregularity. Reading Psychology 24 (2003) 267-289
17. Ladefoged P. A course in phonetics (2001), Heinle & Heinle, Boston
18. Leong C.K., Tan L.H., Cheng P.W., and Hau K.T. Learning to read and spell English words by Chinese students. Scientific Studies of Reading 9 (2005) 63-84
19. Lombardino L.J., Bedford T., Fortier C., Brandi J., and Carter J. Invented spelling: Developmental patterns in kindergarten children and guidelines for early literacy intervention. Language, Speech, and Hearing Services in Schools 28 (1997) 333-343
20. Mair V.H. Modern Chinese writing. In: Daniels P.T., and Bright W. (Eds). The world's writing systems (1996), Oxford University Press 200-203
21. Matsuda P. Early second language writing. Journal of Second Language Writing 11 (2002) 261-268
22. Morais J. Constraints on the development of phonemic awareness. In: Brady S.A., and Shankweiler D.P. (Eds). Phonological processes in literacy (1991), Lawrence Erlbaum Associates, Hillsdale, NJ 5-27
23. Morris D., Nelson L., and Perney J. Exploring the concept of spelling instruction level through analysis of error types. Elementary School Journal 87 (1986) 181-200
24. Paul R. Invented spelling in kindergarten. Young Children 31 (1976) 195-200
25. Read C. Pre-school children's knowledge of English phonology. Harvard Educational Review 41 (1971) 1-31
26. Read, C. (1975). Children's categorization of speech sounds in English (NCTE Research Report No. 17). Urbana, IL: National Council of Teachers of English.
27. Read C. Children's creative spelling (1986), Routledge & Kegan Paul, London
28. Read, C. (1988). Phonological awareness and adult readers (Report to the U.S. Department of Education). Madison: Wisconsin Center for Education Research. (ERIC Document Reproduction Service No. ED303782).
29. Richgels D.J. Invented spelling, phonemic awareness, and reading and writing instruction. In: Neuman S.B., and Kickinson D.K. (Eds). Handbook of early literacy research (2002), Guilford, New York 142-155
30. Rickard Liow S.J., and Lau L.H.S. The development of bilingual children's early spelling in English. Journal of Educational Psychology 98 (2006) 868-878
31. Silva C., and Martins M.A. Relations between children's invented spelling and the development of phonological awareness. Educational Psychology 23 (2003) 3-15
32. Sipe L.R. Invention, convention, and intervention: Invented spelling and the teacher's role. The Reading Teacher 55 (2001) 264-273
33. Tangel D.M., and Blachman B.A. Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behavior 24 (1992) 233-261
34. Temple C., Nathan R., Temple F., and Burris N. The beginnings of writing (1993), Allyn & Bacon, Boston
35. Treiman R. To what extent do orthographic units in print mirror phonological units in speech?. Journal of Psycholinguistic Research 23 (1994) 91-110
36. Treiman R. Why spelling? The benefits of incorporating spelling into beginning to reading instruction. In: Metsala J.L., and Ehri L.C. (Eds). Word recognition in beginning literacy (1998), Lawrence Erlbaum Associates, London 289-313
37. Treiman R. Phonology and spelling. In: Nunes T., and Bryant P. (Eds). Handbook of children's literacy (2004), Kluwer Academic, Dordrecht, The Netherlands 31-42
38. Treiman R., Tincoff R., and Richmond-Welty E.D. Letter names help children to connect print and speech. Developmental Psychology 32 (1996) 505-514
39. Treiman R., and Zukowski A. Levels of phonological awareness. In: Brady S.A., and Shankweiler D.P. (Eds). Phonological processes in literacy: A tribute to Isabelle Y. Liberman (1991), Lawrence Erlbaum Associates, Hillsdale, NJ 67-83
40. Tunmer W.E., and Hoover W.A. Cognitive and linguistic factors in learning to read. In: Gough P.B., Ehri L.C., and Treiman R. (Eds). Reading acquisition (1992), Lawrence Erlbaum Associates, Hillsdale, NJ 175-214
41. Wang M., and Geva E. Spelling performance of Chinese children using English as a second language: Lexical and visual-orthographic processes. Applied Psycholinguistics 24 (2003) 1-25
42. Yopp H. The validity and reliability of phonemic awareness tests. Reading Research Quarterly 23 (1988) 159-177