The Effects of Modeled Invented Spelling
File(s)
Date
2021-05-03Author
Ruble, Katlin
Advisor(s)
Frederick, Amy
Metadata
Show full item recordAbstract
This qualitative study examines how a kindergarten teacher uses invented spelling to
model productive struggle in interactive writing lessons in order to improve student
independence in writing unknown words during writer’s workshop. Students engaged in
four weeks of writing instruction with one interactive writing lesson given weekly, on top
of the mini writing lessons taught daily. My findings indicate that direct teacher modeling
of how to stretch out the sounds in words and write what is heard, impacts students’
phonemic awareness skills and independence.
Subject
invented spelling
interactive writing
scaffolding
phonemic awareness
kindergarten
Permanent Link
http://digital.library.wisc.edu/1793/82438Description
M.S.E., Reading