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A look at invented spelling in urban kindergarten and first grade classrooms

A look at invented spelling in urban kindergarten and first grade classrooms. Laura B. Raynolds, PhD Southern Connecticut State University Haskins Laboratories. Word Study and the Development of Spelling Abilities.

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A look at invented spelling in urban kindergarten and first grade classrooms

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  1. A look at invented spelling in urban kindergarten and first grade classrooms Laura B. Raynolds, PhD Southern Connecticut State University Haskins Laboratories

  2. Word Study and the Development of Spelling Abilities • Systematic phonetic logic to preschoolers’ categorization of English sounds was just discovered in 1971 by Charles Read. • Spelling is a developmental process and grows systematically and logically over time. • Research is ongoing in this field.

  3. Charles Read and Carol Chomsky • Children’s very early spellings are created from their emerging understanding of the sound structure of spoken language • Related to phonemic awareness • Developmental, i.e., they unfold in predictable patterns

  4. Infant Speech Perception • 6 months old • Infant loses the ability to distinguish vowels of other languages • 10-13 months old • Infant loses the ability to distinguish consonants of other languages Before we begin to speak, our brains are tuned to the sounds of our native language. This development of the child’s phonological system continues until about 8 years old.

  5. Speech and Spelling • Children hear and speak English differently than adults do. We often hear wug for rug and jrif for drive. This will be reflected in the spelling, even after the speech has become more standard. • Voiced and voiceless pairs of consonants are common to confuse /b/ /p/; /k/ /g/; /s/ /z/; /f/ /v/; /t/ /d/. Although these usually disappear in speech by three, they may still be present in spelling.

  6. What do you see?

  7. We perceive what we see differently!

  8. Is English Predictable? • 50% of English words are predictable based on letter-sound correspondences (rules) • 34% of words are predictable except for one sound (knit, boat, two)

  9. Layers of Orthography • Chomsky and Halle English is a “near optimal system for lexical representation” • Goal of English writing system is not merely to ensure accurate pronunciation of the written word – it is to CONVEY MEANING

  10. Layers of English Orthography • Sound or Alphabetic Students errors will reflect match between letter and sound (BAD for bed) • Pattern Errors reflect letter patterns (SNAIK for snake) • Meaning Errors in words related in meaning (INVUTATION for invitation)

  11. English Orthography: 3 layers Meaning Layer: Spelling relates letters and letter patterns to units of meaning. Pattern Layer: Letters combine to form patterns within syllables, and there are also patterns that occur where syllables meet within a word. Alphabetic Layer: Letters can be matched to sounds and written in left-to right sequence.

  12. Meaning Layer They rode along the rode and, when they reached the lake, they rode across it. They rode along the road and, when they reached the lake they rowed across it.

  13. Historical Development of Spelling Anglo-Saxon Letter Name WIF (wife) WIF AlphabeticTODAEG (today) TUDAE (sound) HEAFONUM (heaven) HAFAN Lord’s Prayer Tawanda (1000 AD) Age 6

  14. Historical Development of Spelling Norman FrenchWithin Word Patterns YONGE (young) YUNGE SWETE (sweet) SWETE Pattern ROOTE (root) ROOTE CROPPE (crop) CROPPE Chaucer (1440) Antonie (age 8)

  15. Renaissance Syllables & Meaning DISSCORD (discord) DISSCORD Meaning FOLOWE (follow) FOLOWE MUSSIKE (music) MUSSIC Elizabeth I, 1600 Julian, age 14 Historical Development of Spelling

  16. Alphabet Pattern Meaning Emergent Pre-K to Middle of 1 Letter Name-Alphabetic K to Middle of 2 Within-Word Pattern Grade 1 to Middle of 4 Syllables and Affixes Grades 3 to 8 Derivational Relations Grades 5 to 12

  17. Children’s Invented Spelling • Logical, consistent, strategic • Changes over time • Letter names and their sounds are often used • LADE “lady” • KM “came” • YL “will” (Y -- /w/)

  18. Word Study and the Development of Spelling Abilities • Systematic phonetic logic to preschoolers’ categorization of English sounds was just discovered in 1971 by Charles Read. • Spelling is a developmental process and grows systematically and logically over time. • Research is ongoing in this field.

  19. Gentry’s Stages of Invented SpellingsPre-communicative • The child uses symbols from the alphabet but also shows no knowledge of letter-sound correspondences. The child may lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters and left to right direction of English. ssHiDCA

  20. Semiphonetic Stage • The child begins to understand letter-sound correspondence. Letters are used to represent sounds in words, but the representations are often incomplete. • LEFT (elephant) KR (car) QT (cute)

  21. Phonetic Stage • Gentry describes this as as “the ingenious and systematic invention of an orthographic system that completely represents the entire sound structure of the word being spelled” PAULZ RABR SAF RABRZ KANT GT EN (Paul’s robber safe. Robbers can’t get in.)

  22. Transitional Stage • Children are making the transition from phonologically (sound) based to orthographically (letter patterns) based spellings. YOUNITED (united) includes two orthographic patterns YOU and –ED to represent sounds.

  23. Correct Stage • Children have a working knowledge of spelling rules and are able to spell new words by generalizing from learned patterns. They use both sound (phonological) and letter (orthographic) patterns.

  24. Letter Names: A Window to Letter Sounds • The names of the letters are quite closely related to letter sounds. • Children can discover many letter sounds themselves from the names of the letters • Let’s try to discover the names ourselves!

  25. Let’s sort the consonants! Now put a star * by the false cues!

  26. Invented spelling is rule based • Children pair letter names with phonemes • Nobody tells them to do this! • Y = /w/ H = /ch/ J = /dr/ • Children construct a set of rules for spelling by linking names of letters with phonemes.

  27. Research on Invented Spelling • To invent a spelling one must be able to: Identify and sequence phonemes in spoken language • It is a type of self-instruction in phonemic awareness • Provides an advantage in learning to read

  28. Invented spelling predicts reading • Developmental spelling scores in mid-kindergarten predicted mid-first-grade reading scores • Reversal of letters in kindergarten NOT correlated with first grade reading • Phoneme segmentation and letter writing accounted for almost all the variance in invented spelling (Mann, Tobin & Wilson, 1987; Morris & Perney, 1984)

  29. Invented spelling and finger-point reading • Children memorize book and then match each spoken word by pointing with word in print • Invented spelling makes a greater contribution to finger-point reading thatn either phonemic awareness, letter naming or a combination of the two • Both have the ALPHABETIC PRINCIPLE in common – mapping of sounds onto letters in a sequence (Uhry, 1999, 2002).

  30. Invented spelling supports early reading • Clarke (1988) Two groups: invented spellers vs. correct spellers • By mid first grade, invented spellers were stronger readers. Lowest achievers made great gains • Frith’s model: Alphabetic spelling preceding and leading the way into alphabetic reading.

  31. Benefits of Invented Spelling • Especially for children who come to school less ready than other children—Invented spelling develops phonemic awareness and the phonetic (sound-based) relationship between spoken and written words. (Clarke, 1989)

  32. Benefits of Invented Spelling • Promotes the understanding of the alphabetic principle • The alphabetic principle is the understanding that letters are used to represent speech sounds and that there are systematic and predictable relationships between written letters and spoken words. The alphabetic principle is the foundation of any alphabetic writing system, which is the most common type of writing system in use today.

  33. Concerns about Invented Spelling • Normally invented spellings are gradually replaced with orthographically conventional ones. • Children with dyslexia need direct systematic instruction in spelling, but may also benefit from invented spelling. • Once all short vowels are learned, children can invent thousands of accurate CVC spellings. • Once the six syllable types are introduced, spelling conventions become more important.

  34. Examples of Invented Spelling of Bilingual Kindergarten, First- and Second-Graders

  35. What about English Learners? • In 2002-2003, 8% of all students in the US were identified as English learners receiving ESL support. • To catch up these students must learn at a faster rate than native English-speakers. • Research is needed on second language spelling development.

  36. Cross-Linguistic Invented Spelling • English sounds that do not exist in Spanish may be perceived differently by Spanish-English bilingual students as compared to English monolingual students. • This difference in speech perception may affect the invented spelling of young bilingual students.

  37. English Acoustical Signal Enters Brain Monolingual Child Bilingual Child • English Acoustical Signal Enters Brain

  38. Associates acoustic pattern with categories of sounds in native (English) phonological system Associates acoustic pattern with categories of sounds in native (Spanish) phonological system Monolingual Child Bilingual Child

  39. Maps English letters onto these sounds and spells words. Files do not match input of sounds! Confusions increase! Must make new files! Monolingual Child Bilingual Child

  40. . Creates new files. Maps letters onto new sounds that do not exist in Spanish, but do exist in English and spells English words. Bilingual Child

  41. Invented Spelling of Spanish-English Bilingual Children • Extra step • 1. Perceive non-Spanish sound • 2. Try to match onto existing native phonological category--MISMATCH • 3. Construct new phonological category or match onto a pre-existing Spanish category • 4. Choose an English letter that most closely corresponds with the perceived sound

  42. Invented spelling of young ELs • Semi-phonetic and Phonetic stages • Based on sound to print strategy • What about sounds that don’t exist in one’s native language?

  43. Non-Spanish Phonemes • English sounds that have no Spanish phonological category • Non-Spanish sounds are represented by the following English letters: TH(/θ/, /ð/) J(/ʤ/) V(/v/) Z(/z/) NG(/ŋ/) SH(/ʃ/) • However, monolingual children acquire these sounds rather late in development

  44. Study 1: the spelling of bilingual children in monolingual schools • They only knew English letters and sounds, not Spanish letters and sounds. • Any Spanish-influenced invented spelling • Not due to orthographic interference • Due to differences in speech perception • Bilingual children knew their English letters and sounds--yet still experienced Spanish language interference during invented spelling.

  45. Speech Perception Research • Sounds that are very different are more easily assigned a new L2 phonological category • Non-Spanish phonemes • Sounds that are slightly different may be assimilated into the nearest L1 phonological category • Stop consonants (Best, McRoberts, & Sithole, 1988)

  46. Children auditorily rehearse the word they want to spell as they spell it. • Spanish-influenced rehearsals will produce Spanish-influenced spellings.

  47. Participants • 19 pairs of kindergarteners, including 1 monolingual and 1 Spanish-speaking English learner, were matched for: • Phonological awareness and alphabet knowledge • Phonological Awareness Literacy Screening Test (PALS). • All students attended the same school from prekindergarten through the end of the study • 13 matched pairs were able to be tested at mid-first grade and again at the end of first grade

  48. Method • Assessments • Researcher created invented spelling test • Targeted non-Spanish sounds and stop consonants that differ in Spanish and English • PPVT-III • Assured that two groups were different in acquisition of English

  49. Research Questions 1. What are the exact differences in spelling between monolingual and bilingual students, if any? 2. Will children show more Spanish-influenced invented spelling with minimally different sounds (stop consonants) than with sounds that do not exist at all in Spanish (nonnative sounds)?

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