Effect of Assessment Task and Letter Writing Ability on Preschool Children’s Spelling Performance

The purpose of this study was to examine whether spelling performance in preschool children varied as a function of the method of assessment and letter writing ability. The authors manipulated the motoric element and memory demands of the task by having children spell single words using letter tiles, orally, and by writing. The authors also assessed their letter writing abilities. The results of this study indicated that spelling performance did not vary by task once children could write approximately 19 letters adequately. That is, once children reached a certain threshold of orthographic knowledge, the type of assessment task did not impact spelling outcomes. Prior to reaching that threshold, tile spelling was superior to oral and written spelling and oral spelling was superior to written spelling. This study provides additional evidence for the contention that letter writing ability is an orthographic knowledge skill rather than a pure motoric ability and that this linguistic skill influences spelling outcomes.

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