The Effects of Modeled Invented Spelling

Abstract

This qualitative study examines how a kindergarten teacher uses invented spelling to model productive struggle in interactive writing lessons in order to improve student independence in writing unknown words during writer’s workshop. Students engaged in four weeks of writing instruction with one interactive writing lesson given weekly, on top of the mini writing lessons taught daily. My findings indicate that direct teacher modeling of how to stretch out the sounds in words and write what is heard, impacts students’ phonemic awareness skills and independence.