| Abstract: | This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a structured balanced literacy curriculum. The children were randomly assigned to one of two teaching conditions (phonological awareness; invented spelling) and participated in 16 teaching sessions over an 8-week period in kindergarten. Before these teaching sessions, the groups were equivalent in early literacy and language skills including alphabetic knowledge, phonological awareness and oral vocabulary. Children in both conditions saw growth in alphabetic knowledge and phonological awareness (marked by large effect sizes), but the invented-spelling group showed more growth in invented spelling sophistication and learned to read more words on posttest. These advantages were reflected in medium to large effect sizes. Follow-up assessment in Grade 1 revealed potential lasting advantages for the invented spelling group. These findings support the view that with guidance and developmentally appropriate feedback, invented spelling promotes early literacy by providing a milieu for children to explore the relations between oral and written language. |
