Young children are
taught to read and spell using a range of different approaches allowing them to
choose from a repertoire of strategies. There is growing evidence for the
identification of multiple strategy choice among younger and older children, as
well as children and adults, and skilled and poor readers. Although there is a
strong indication that children's reading and spelling skills are strongly
related and evidence for the identification of similar strategy choices in
reading and spelling based on error analyses, it is argued that the
relationship among reading strategies, spelling strategies and year group is
not well understood partly because the majority of past studies using verbal
self-reports on regular word-reading have mainly focussed on reading or
spelling strategies in isolation. Young
children often use a range of alternative strategies to form connections
between spoken sound and written words, and similar developmental patterns
occur in both and spelling. The results have revealed strong relationships
between the children's reading profiles and spelling profiles indicating that
early success in spelling may be accompanied by similar levels of success in
reading. Also, while reading profiles were similar across both year groups,
spelling profiles were dependent on age and experience to a much greater extent
than reading. The identification of distinct groups based on profiles of young
children's strategy performance may underscore different pathways to achieving
success in both reading and spelling and have educational implications.
Annisa Masnasuri Kesai
16611069
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