Spelling Features Used During Interactive Writing

• In Event: Roundtable 3

Abstract

The purpose of this pilot study was to explore interactive writing with children who had experienced reading or writing difficulty by analyzing the developmental spelling features in writing. During a supplementary literacy program, graduate students and children aged 6-9 engaged in inquiry paired with interactive writing. Children generated questions, wrote short personal narratives, read informational books and digital texts, and viewed videos. Using a developmental framework for features of spelling, the children’s interactive writing samples were analyzed. Clear differences were found between the writing produced and independent spelling among the children in kindergarten, first and third grade. This study provides nuanced insights and implications for further research into spelling development and concept of written word with adult-child collaboration.

Authors

• Lucy K. Spence, University of South Carolina

• Ayan Mitra, University of Connecticut - Storrs