Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling

Kessler, Brett; Pollo, Tatiana Cury; Treiman, Rebecca; Cardoso-Martins, Cláudia

doi:10.1177/0022219412449440

Cited by 61 publications

(66 citation statements)

References 30 publications

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“…To determine children’s ability to spell on a phonological basis, we adapted a procedure used in several previous studies (Kessler, Pollo, Treiman, & Cardoso-Martins, 2013; Pollo et al, 2009; Treiman, Pollo, Cardoso-Martins, & Kessler, 2013). This procedure uses string-edit metrics to compute the distance between each spelling and the pronunciation of the target word by finding the best possible match between the sounds and the letters.…”

Section: Resultsmentioning

confidence: 99%

Variation and repetition in the spelling of young children

Treiman

Decker

Kessler

et al. 2015

Journal of Experimental Child Psychology

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A number of investigators have suggested that young children, even those do not yet represent the phonological forms of words in their spellings, tend to use different strings of letters for different words. However, empirical evidence that children possess a concept of between-word variation has been weak. In a study by Pollo, Kessler, and Treiman (2009), in fact, prephonological spellers were more likely to write different words in the same way than would be expected on the basis of chance, not less likely. In the present study, preschool-age prephonological and phonological spellers showed a tendency to repeat spellings and parts of spellings that they had recently used. However, even prephonological spellers (mean age 4 years, 8 months) showed more repetition when spelling the same word twice in succession than when spelling different words. The results suggest that children who have not yet learned to use writing to represent the sounds of speech show some knowledge that writing represents words and should thus vary to show differences between them. The results further suggest that in spelling, as in other domains, children have a tendency to repeat recent behaviors.

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Section: Resultsmentioning

confidence: 99%

Variation and repetition in the spelling of young children

Treiman

Decker

Kessler

et al. 2015

Journal of Experimental Child Psychology

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“…Indeed, children seem to begin to learn about orthographic regularities even before they acquire letter-sound correspondences (Kessler, Pollo, Treiman, & Cardoso-Martins, 2013). …”

Section: Orthographic Processing Skills In Literacy Acquisitionmentioning

confidence: 99%

Phonemic Awareness Is a More Important Predictor of Orthographic Processing Than Rapid Serial Naming: Evidence From Russian

Rakhlin

Cardoso-Martins

Grigorenko

2014

Scientific Studies of Reading

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We studied the relationship between rapid serial naming (RSN) and orthographic processing in Russian, an asymmetrically transparent orthography. Ninety-six students (mean age = 13.73) completed tests of word and pseudoword reading fluency, spelling, orthographic choice, phonological choice, PA and RSN. PA was a better predictor of orthographic skills and pseudoword reading accuracy than RSN, which accounted for more variance in word and pseudoword reading fluency. Controlling for pseudoword reading fluency washed out RSN’s contribution to word reading fluency. These results extend previous findings questioning the role of RSN as an index of orthographic processing skills and support the idea that RSN taps into automaticity/efficiency of processing print-sound mappings.

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“…The design of this system took account of common phoneme–letter correspondences and common sound-based errors of young children, such as the tendency to represent the affrication of /t/ before / ɹ/ by producing spellings such as 〈chre〉 for 〈tree〉. Several studies of children’s spelling have used measures based on edit distance (e.g., Kessler, Pollo, Treiman, & Cardoso-Martins, 2013; Pollo, Kessler, & Treiman, 2009; Zhang & Treiman, 2015), but the ability of these measures to predict later spelling performance has not been examined.…”

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confidence: 99%

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

Treiman

Kessler

Pollo

et al. 2016

Scientific Studies of Reading

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Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children’s early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children’s tendency to reverse letters in kindergarten.

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Frequency Analyses of Prephonological Spellings as Predictors of Success in Conventional Spelling

Cited by 61 publications

References 30 publications

Variation and repetition in the spelling of young children

Variation and repetition in the spelling of young children

Phonemic Awareness Is a More Important Predictor of Orthographic Processing Than Rapid Serial Naming: Evidence From Russian

Measures of Kindergarten Spelling and Their Relations to Later Spelling Performance

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