Lee Julia Ai Cheng, Otaiba Stephanie Al
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Kota Samarahan, Malaysia.
Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University, Dallas, TX, USA.
Read Writ Q. 2017;33(3):226-238. doi: 10.1080/10573569.2016.1165639. Epub 2016 Aug 30.
In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.
在本文中，作者对430名幼儿园儿童（其中包括一个高风险样本）的拼写表现进行了研究，以确定在高质量语言艺术环境中幼儿园末期阅读与拼写之间的关系。描述、分析并比较了拼写结果，包括优秀读者和阅读能力较差者之间的拼写错误。研究结果表明，并非所有儿童都达到了《共同核心州立标准》所概述的理想标准。此外，并非每个优秀读者都是优秀的拼写者，也并非每个拼写能力差的人都是阅读能力差的人。该研究表明，伴有拼写错误分析的拼写任务为理解儿童的拼写错误并使拼写教学策略个性化提供了一个有力的窗口。
