Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling
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| Title: | Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling |
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| Language: | English |
| Authors: | Kessler, Brett, Pollo, Tatiana Cury, Treiman, Rebecca, Cardoso-Martins, Claudia |
| Source: | Journal of Learning Disabilities. May 2013 46(3):252-259. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Preschool Education |
| Descriptors: | Foreign Countries, Portuguese, Preschool Children, Monte Carlo Methods, Spelling, Writing Skills, Elementary School Students, Emergent Literacy, Spelling Instruction, Alphabets, Private Schools, Phonemic Awareness, Phonological Awareness |
| Geographic Terms: | Brazil |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children |
| DOI: | 10.1177/0022219412449440 |
| ISSN: | 0022-2194 |
| Abstract: | The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2014 |
| Accession Number: | EJ1010612 |
| Database: | ERIC |
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| Abstract: | The present study explored how children's prephonological writing foretells differential learning outcomes in primary school. The authors asked Portuguese-speaking preschool children in Brazil (mean age 4 year 3 months) to spell 12 words. Monte Carlo tests were used to identify the 31 children whose writing was not based on spellings or sounds of the target words. Two and a half years later, the children took a standardized spelling test. The more closely the digram (two-letter sequence) frequencies in the preschool task correlated with those in children's books, the better scores the children had in primary school, and the more preschoolers used letters from their own name, the lower their subsequent scores. Thus, preschoolers whose prephonological writing revealed attentiveness to the statistical properties of text subsequently performed better in conventional spelling. These analytic techniques may help in the early identification of children at risk for spelling difficulties. (Contains 3 tables.) |
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| ISSN: | 0022-2194 |
| DOI: | 10.1177/0022219412449440 |
