Environmental Print and Spelling Ability: An Investigation of Kindergarteners’ Emergent Orthographic Skills

By Sherri Franklin-Guy and Rosalind R. Scudder.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 18, Issue 5, pp.361-374. Article: Print (Spiral Bound). Article: Electronic (PDF File; 897.341KB).

Dr. Sherri Franklin-Guy

Assistant Professor, Department of Educational Psychology and Counseling, California State University, San Bernardino, CA, USA

Dr. Sherri Franklin-Guy received her PhD in Communication Sciences and Disorders, and is an assistant professor in the Department of Educational Psychology and Counseling at California State University, San Bernardino, California, where she teaches assessment and evaluation practices to educational credential candidates. Her background is in Communication Sciences and Disorders, as well as Special Education. Her research interests include written language disabilities, self-concept and epistemological beliefs, and effective educational assessment practices.

Dr. Rosalind R. Scudder

Professor, Department of Communication Sciences and Disorders, Wichita State University, Wichita, KS, USA

Dr. Rosalind R. Scudder, PhD, CCC-SLP, is Professor in the Department of Communication Sciences and Disorders at Wichita State University, and a Fellow of the American-Speech-Language-Hearing Association. Her research interests are language disorders in children and adolescents, and university teaching pedagogy.


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