This study examined the influence of environmental print on emergent spelling skills in kindergarteners with typical language development. Five common and five well-known environmental print words were dictated to 40 kindergarteners (mean age 5:11), between which comparisons of spelling accuracy were made. Additionally, comparisons of initial and repair spellings within categories, as well as repair spellings between categories were conducted. Given that previous studies have shown a correlation between emergent reading skills and the recognition of environmental print, it was hypothesized that the children’s spelling accuracy of the two categories of words would be commensurate. Results indicated significant differences between the initial spellings, with common words spelled more accurately than environmental words. Moreover, differences were observed between the accuracy of the repair spellings, with the repair spellings of common words leading to slightly greater accuracy for some children.
|Keywords:||Emergent Literacy, Environmental Print, Spelling Development, Orthographic Awareness|
Assistant Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino, CA, USA
Professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, KS, USA
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