Does Learning to Spell Help Beginners Learn to Read Words?

Ehri, Linnea C.; Wilce, Lee S.

doi:10.2307/747720

Cited by 219 publications

(142 citation statements)

References 26 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…This is apparently so despite Ehri and Wilce's (1987) suggestion of a relation between the two. That is, they are related but separate.…”

Section: Discussioncontrasting

confidence: 39%

“…Also, is there a connection between invented spelling and a specific ability to read words (i.e., in the context of environmental print, in isolation, and in sentences)? Ehri and Wilce (1987) have gone farther than most investigators of the spellingreading connection. And they did so in a way that raises the long-dormant issue of consciousness of phonological knowledge.…”

mentioning

confidence: 99%

“…One way to explain such a relation between spelling instruction and word reading would be to argue that both spelling and reading-especially in then-early, deliberate stages-require highly conscious phonological knowledge, and that the teaching of spelling raises children's consciousness about the phonology of their language. Ehri and Wilce (1987) note that "a person's ability to spell is thought to be supported by two main sources of information: (a) knowledge of the general orthographic speech mapping system, including phonemic segmentation and phonemegrapheme correspondence rules, and (b) memory for the spellings of specific words" (p. 62). It seems clear from the observations of Beers and Henderson (1977), Gentry (1982), Richgels (1986a), and others that inventive spellers rely on (a), not (b).…”

mentioning

confidence: 99%

See 2 more Smart Citations

An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence

Burns

Richgels

1989

Journal of Reading Behavior

View full text Add to dashboard Cite

This study examined whether conscious use of phonological knowledge is associated with invented spelling and whether a relation exists between invented spelling and reading. Thirty-two 4-year-olds with scores of 116 or higher on the StanfordBinet Intelligence Test were classified as Non-spellers and Inventive Spellers based on their spellings of 10 words on the Invented Spelling Test. All subjects were administered 11 different tasks which examined alphabet knowledge, word segmentation, sound/letter association, and reading knowledge. Results indicated that all subjects displayed a similar ability when required to recite the alphabet, recognize uppercase letter names, segment words into syllables, and identify basic concepts about print. Inventive Spellers demonstrated superiority at letter/sound identification and segmentation of words by phonemes. Although significant differences were observed between Non-spellers and Inventive Spellers on wordknowledge tasks, dramatic differences among Inventive Spellers were evident. Forty-four percent of the Inventive Spellers were found to be Proficient Word Readers whereas the remaining 56% displayed reading proficiency at a similar level as the Non-spellers. A relation was found between spelling ability and conscious use of phonological knowledge; however, word reading appeared to be a related (but separate) ability from word writing.Awareness has grown regarding the ability of young children to invent their own spelling systems before they are capable of either engaging in conventional spelling activities or reading written sentences. Read (1971) discovered "invented spelling," that is children's ability to attend to sound units in words and associate letters with those units in a systematic though nonconventional way before being 1 Journal of Reading Behavior taught to spell or read. He identified common characteristics in the spellings of preschool children and found that his subjects used phonetic contrasts and similarities in sounds. They analyzed words and selected letters based upon properties of the words' sounds and of sounds in the names of letters (e.g., nasality, syllabicity, backness, height, and affrication).Although Read's study provided insight into the nature of invented spelling, two related questions about invented spelling require further study: What connections, if any, are there between invented spelling and early reading abilities? And how conscious is an inventive speller's use of sound segmentation and sound/letter association abilities?A connection between spelling and reading is likely, and several studies have tended to confirm such a connection. For example, Morris (1983) found a relation between invented spelling ability and children's concept of word in text; that is, their ability to map spoken words to written words in reading a memorized text. Ehri and Wilce (1985) showed that kindergarteners' growth as readers is supported by their knowledge of how to use phonetic cues (word readers were more easily taught to read words spelled ...

show abstract

“…This is apparently so despite Ehri and Wilce's (1987) suggestion of a relation between the two. That is, they are related but separate.…”

Section: Discussioncontrasting

confidence: 39%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence

Burns

Richgels

1989

Journal of Reading Behavior

View full text Add to dashboard Cite

show abstract

“…De nos jours, en effet, le fait d'encourager les situations d'écriture pour le développement de l'écrit chez le jeune enfant est préconisé par un grand nombre de chercheurs (Brigaudiot, 2004 ;Ehri et Wilce, 1987 ;Huxford, Terrell et Bradley, 1992 ;Read, 1986 ;Richgels, 1987 ;Shanahan, 1980 ;Snow, Burns et Griffin, 1998), et même par une organisation professionnelle (International Reading Association, 1998).…”

Section: Contexte Théorique 1 Définition Des Orthographes Approchéesunclassified

Description et catégorisation des pratiques déclarées en orthographes approchées chez des enseignantes du préscolaire

Charron

Montésinos‐Gelet

Morin

2010

rse

View full text Add to dashboard Cite

Tous droits réservés © Revue des sciences de l 'éducation, 2010 Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter en ligne.https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Cet article est diffusé et préservé par Érudit.Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche.

show abstract

“…Although their readings are correct, their spellings are not. In another study (Ehri & Wilce, 1986a), we found that training novice beginners to spell enabled them to outperform a control group in learning to read a set of words. The fact that spelling transferred to reading indicates that underlying processes are not independent.…”

mentioning

confidence: 99%

Book Reviews

Ehri

McConaughy

Marjorie

et al. 1986

Journal of Reading Behavior

Self Cite

View full text Add to dashboard Cite

The focus of the book is on backward readers, that is, children who are reading far below the level expected from their intelligence. Its purpose is to consider research on why these children have difficulty learning to read, what the best way to teach them might be in order to lessen their difficulties, and how such difficulties can be prevented in the first place. Bryant and Bradley believe that "a solution is very close" (p. 3). This is why they have written the book.The authors hold positions in the Department of Psychology at the University of Oxford, and they have conducted numerous studies to answer these questions. Much of their research is summarized in the book along with other selected studies.The book is written in a style suitable for teachers and parents who are interested in the subject but who may have little background or tolerance for technical terminology and methodological and statistical details of studies. Although this does simplify the text and make it more readable, it sometimes leaves the reader without sufficient information to understand the studies fully.In considering what research studies reveal about deficits claimed to cause reading problems, the authors develop criteria for evaluating the adequacy of such studies. This section is valuable in showing how the designs of many poor-reader studies fail to rule out alternative explanations for their results. Several improvements in designs are recommended. One is to compare backward readers to younger normal readers matched for reading age rather than to older better readers matched for mental age. This design rules out the possibility that any observed deficits are a consequence of learning to read. Another recommended design is to study reading development longitudinally in order to show that purported causal deficits precede and predict the development of reading skill. A third design is a training study in which purported causal deficits are manipulated experimentally to demonstrate cause-effect relations directly and to show that training effects are specific to reading achievement and do not include unrelated skills such as mathematics.Studies presenting evidence for several deficits are considered and found inadequate. This includes studies of visual perception, modality crossing, word production speed, and word memory. There are two kinds of difficulties, however, where the evidence is considered to be strong. One involves a deficit in phonemic awareness. Backward readers 257

show abstract

Does Learning to Spell Help Beginners Learn to Read Words?

Cited by 219 publications

References 26 publications

An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence

An Investigation of Task Requirements Associated with the Invented Spellings of 4-Year-Olds with above Average Intelligence

Description et catégorisation des pratiques déclarées en orthographes approchées chez des enseignantes du préscolaire

Book Reviews

Contact Info

Product

Resources

About