Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Comparative Analysis | 1 |
| Early Reading | 1 |
| Feedback (Response) | 1 |
| Freehand Drawing | 1 |
| Intervention | 1 |
| Invented Spelling | 1 |
| Kindergarten | 1 |
| Phonological Awareness | 1 |
| Reading Instruction | 1 |
| Reading Skills | 1 |
| Teaching Methods | 1 |
| More ▼ | |
Source
| Child Development | 1 |
Author
| Ouellette, Gene | 1 |
| Senechal, Monique | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Kindergarten | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Direct linkOuellette, Gene; Senechal, Monique – Child Development, 2008
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2…
Descriptors: Feedback (Response), Invented Spelling, Intervention, Phonological Awareness
