The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation

Bibliographic Data

ID22045124
AuthorsKatie Schrodt (0000-0001-9635-7714, Middle Tennessee State University), Erin FitzPatrick (0000-0003-1068-9633, University of North Carolina at Charlotte), Sungyoon Lee (0000-0003-4344-662X, Middle Tennessee State University), David Mckeown (0000-0003-3686-6925, Texas A&M University), Alexis McColloch (Middle Tennessee State University), Kimberly Evert (0000-0002-1882-6412, Middle Tennessee State University)
Year2024
Volume14
Issue9
Pages1020
Publication date2024-09-18
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14091020
OpenAlexW4402600011
LanguageEN
References cited39

Early writing performance strongly predicts long-term literacy performance. It follows that early underachievement in writing is highly correlated with early underachievement in reading. One strategy teachers and students can use to approach writing in the kindergarten classroom is invented spelling. Invented spelling is children’s spontaneous or self-directed attempts to represent words in print by matching sounds to known letters or phonics patterns. A quasi-experimental study was used to evaluate the impact of invented spelling on foundational literacy skills and writing motivation in 63 kindergarten students at a rural school in the Mid-South. The research questions focused on the impact of invented spelling instruction on a variety of literacy outcomes, including foundational skills, spelling, and motivation. The results indicate the significant main effects of invented spelling instruction on students’ invented spelling (p

Academic achievement · Linguistics · Literacy · Mathematics education · Pedagogy · Spelling · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education

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