Invented spelling, phonemic awareness, and reading and writing instruction

Author(s): Richgels, Donald J.;
Date Issued: 2001
Publisher(s): Guilford Press
Description: An article arguing that invented spelling facilitates the acquisition of phonemic awareness and can be an important tool in literacy development.
show entire record ↓
Editor(s): Neuman, Susan B.; Dickinson, David K.
Source: In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp.142-155). New York: Guilford Press
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
ISBN: 1-57230-653-X : Hardcover , 1-57230-895-8 : Paperback
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Handbook of early literacy research Other


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Pathways to literacy: A study of invented spelling and its role in learning to read Reports & Papers
The roots of learning to read and write: Acquisition of letters and phonemic awareness Other
Outcomes of an emergent literacy intervention in Head Start Reports & Papers
Outcomes of an emergent literacy intervention from Head Start through second grade Reports & Papers
Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis Literature Review

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate