Monique Sénéchal|Gene Ouellette|Stephanie Pagan|Rosemary Lever
The role of invented spelling on learning to read in low-phoneme awareness kindergartners: a randomized-control-trial study
Carleton University|Mount Allison University|Carleton University|Carleton University
goal present intervention research test whether guided invented spelling would facilitate entry reading atrisk kindergarten children 56 participating children poor phoneme awareness risk difficulty acquiring reading skills children randomly assigned one three training conditions invented spelling phoneme segmentation storybook reading children participated 16 small group sessions 8 weeks addition children three training conditions received letterknowledge training worked 40 stimulus words created array 14 letters findings clear pretest differences three conditions measures early literacy vocabulary training invented spelling children learned read words children expected phonemesegmentation inventedspelling children better phoneme awareness storybookreading children interesting however invented spelling phonemesegmentation children performed similarly phoneme awareness suggesting differential effect learning read due phoneme awareness per se findings support view invented spelling exploratory process involves integration phoneme orthographic representations guidance developmentally appropriate feedback invented spelling provides milieu children explore relation oral language written symbols facilitate entry reading