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dc.contributor.advisorStrattman, Kathy H.
dc.contributor.authorSchmidt, Kiley
dc.contributor.authorMarble-Flint, Karissa J.
dc.contributor.authorKordonowy, Jennifer
dc.date.accessioned2015-04-01T20:15:43Z
dc.date.available2015-04-01T20:15:43Z
dc.date.issued2015-02-15
dc.identifier.urihttp://hdl.handle.net/10057/11178
dc.descriptionPoster project completed at Wichita State University, Department of Communication Sciences and Disorders. Presented at the 12th Annual Capitol Graduate Research Summit, Topeka, KS, February 12, 2015.
dc.description.abstractReading and spelling success in school relies on early phonological development. Much is known about emergent reading during preschool years, but less is known about spelling, the "hard copy" of phonological processing. The purpose of this study is to determine if there is a difference in sensitivity between two spelling score systems: invented spelling and bi-gram analysis as related to phonological awareness. Scores from forty children who have participated with a caregiver in an emergent literacy play group were examined. Data were gathered from both pre- and post- tests of the APELS. Preliminary analysis suggests that there is no difference in sensitivity between invented spelling and bi-gram analysis. An analysis of variance used to determine if there is a relationship between spelling and phonological awareness suggests that there is a significant positive relationship between phonological awareness and spelling scores.
dc.language.isoen_US
dc.publisherWichita State University
dc.titleEmergent literacy: A look at how preschoolers begin to develop spelling skills
dc.typeAbstract


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