This quasi-experimental study measured the effects of daily opportunities to draw and write on kindergarten children's ability to represent phonemes in their spelling inventions. All students involved in the study had previously been tested using the Gesell School Readiness Screening Test and placed in developmentally appropriate kindergarten programs. A total of 88 kindergarteners in 4 classes (2 developmentally younger and 2 developmentally older) participated in the study. Children in the experimental groups received daily opportunities to draw and write, while those in the control group received weekly opportunities. During the study, both treatment and both control groups continued their regular program of study: a whole-language approach which included shared-book activities, language experience activities, and exposure to the writing process. Results indicated that kindergarten students' daily participation in discussions about books, and in language and writing activities, was effective in enhancing their phonemic representations in spelling inventions. When compared with kindergarten children who participated in writing activities only once a week, subjects in the experimental group who wrote daily scored significantly higher in their invented spelling ability. Appended are 11 references and related materials. (Author/GLR)