Children's early prephonological spelling statistics predict later conventional spelling success¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The closer children's early digram frequencies matched Portuguese word frequencies, the better they scored on a later standardized spelling test. → Treiman Rebecca 2013 q2 i? The more often children used letters from their own names in early spellings, the worse they tended to perform on the later test. → Treiman Rebecca 2013 (2)

Evidence¶

Treiman Rebecca 2013¶

Treiman Rebecca, Kessler Brett. (2013). Learning to Use an Alphabetic Writing System. Language Learning and Development. https://doi.org/10.1080/15475441.2013.812016

q2 · i? · review · r3

Longitudinal retest of the Brazilian prephonological spellers 2 ½ years after the original study, using a standardized spelling test scored for conventional correctness. The relation is reported as a tendency, not with an effect size.

"The more closely the frequencies of the digrams in the children’s early prephonological spellings correlated with the frequencies of those sequences in Portuguese words, the better the children tended to score on the later spelling test."

Treiman Rebecca 2013 (2)¶

Treiman Rebecca, Kessler Brett. (2013). Learning to Use an Alphabetic Writing System. Language Learning and Development. https://doi.org/10.1080/15475441.2013.812016

q2 · i? · review · r3

Same longitudinal retest: heavy reliance on own-name letters in early spellings was associated with poorer later conventional spelling. The review suggests scrutinizing early writing may inform assessment of later potential.

"The more often the children used letters from their own names in their early prephonological spellings, in contrast, the worse the children tended to perform on the later test of conventional spelling."

Discussion¶

Related Claims¶

• Prephonological spellers produce letter strings that statistically resemble the writing of their language rather than random strings — related
• Preschool neurophysiological assessment predicts performance on phonological processing, rapid naming, sentence memory, sight word reading, spelling, and composite reading one year later — related
• Prephonological spellers do not show the syllable-length signature predicted by the hypothesized syllabic stage — related
• Phoneme awareness is a stronger predictor of reading development than rhyme awareness — related
• Textism use is not consistently negatively associated with spelling ability, and writers largely limit textisms to informal writing — related