The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading? Metadata

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  • Main Title The Great Debate continued: Does daily writing in kindergarten lead to invented spelling and reading?


  • Author: Pierce, Laura Boehl
    Creator Type: Personal


  • Chair: Morrison, George S.
    Contributor Type: Personal
    Contributor Info: Major Professor
  • Committee Member: Mathis, Janelle
    Contributor Type: Personal
    Contributor Info: Janelle B. Mathis ; Minor Professor
  • Committee Member: Hagen, Carol
    Contributor Type: Personal
    Contributor Info: Carol K. Hagen
  • Committee Member: Henson, Robin K.
    Contributor Type: Personal
  • Committee Member: Kinnison, Lloyd
    Contributor Type: Personal
    Contributor Info: Lloyd R. Kinnison


  • Name: University of North Texas
    Place of Publication: Denton, Texas


  • Creation: 2003-05
  • Digitized: 2003-06-26


  • English


  • Content Description: Many children in the United States cannot read on level by fourth grade. Traditionally, teachers have delayed reading instruction until first grade. However, involving children sooner in literary activities may provide skills needed to enable them to read on grade level. The purpose for this study was to determine the extent to which daily writing in kindergarten influences the development of invented spelling and learning to read. Five teachers modeled writing with 78 kindergarten children who wrote every day or almost every day for 20 weeks. There were 51 children in an experimental group, and 27 in a control group who were given a pretest and a posttest using the Observation Study (Clay, 1993). Results from a mixed model ANOVA indicated a significant difference between the control group and the experimental group on the Dictation Task F (1, 76) = 11.76, P≤ .001 and the Writing Test F (1, 76) = 4.33, P≤ .01. Results from a z-Test of dependent proportions indicated there were significant differences in the reading levels of the control group from the pretest to the posttest (z = 7.51, P ≥ .05) because (z = 7.51, Zcv = 1.96). The experimental group results from pretest to posttest were also statistically significant (z = 6.48, P ≥ .05) because (z = 6.48, Zcv = 1.96). At the end of kindergarten 82.35% of the experimental group was reading, while only 48.15% of the control group was reading. This research indicates that if kindergarten children are encouraged to write daily and use invented spelling there is a greater possibility they will enter first grade reading.


  • Library of Congress Subject Headings: Language arts (Preschool)
  • Library of Congress Subject Headings: Kindergarten.
  • Keyword: Early childhood
  • Keyword: beginning reading
  • Keyword: Kindergarten


  • Name: UNT Theses and Dissertations
    Code: UNTETD


  • Name: UNT Libraries
    Code: UNT


  • Rights Access: unt_strict
  • Rights License: copyright
  • Rights Holder: Pierce, Laura Boehl
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation


  • Text


  • OCLC: 53215353
  • Archival Resource Key: ark:/67531/metadc5520


  • Degree Name: Doctor of Education
  • Degree Level: Doctoral
  • Degree Discipline: Early Childhood Education
  • Academic Department: College of Education
  • Degree Grantor: University of North Texas