부산대학교 도서관

This longitudinal study explored early invented-spelling development by examining the association between children's name-writing ability at kindergarten age (n = 92; age 4;0-4;11) and their invented-spelling skills a year later during the first year of literacy instruction (n = 54). The influence of assessment context (i.e., spelling test versus journal entries in school writing books) on children's invented-spelling skills was also examined. Early name writing was more strongly related to letter knowledge than phoneme awareness and language ability at kindergarten age, and was significantly associated with invented-spelling performance in dictation and journal-writing assessment contexts in the first year of schooling. Stronger invented-spelling skills were exhibited in the dictation test format. Findings suggest that curriculum-based writing tasks can provide relevant evidence for teachers to inform their class spelling instruction when the tasks are analysed using a sensitive measure of spelling development. [ABSTRACT FROM AUTHOR]