Thus, ‹bak› for back gets the full number of points possible for this word because ‹k› may spell /k/ in English, even though a single vowel letter followed by ‹k› is very uncommon at the ends of English words. To score the productions of English children in Reception Year and Year 1 (5–6 years old), Caravolas, Hulme, and Snowling (2001) developed a scale on which each grapheme in a child’s spelling receives 0 to 4 points based on its proximity to the phoneme that it represents. Several investigators have developed methods of scoring children’s spelling productions as alternatives to the traditional correct versus incorrect measure. The goal of the current study was to test this idea. They should perform better than measures that require orthographic correctness, downgrading such spellings as ‹kamp›. According to these views, measures that accept letters such as ‹k› in camp, on the grounds that this letter represents the phoneme /k/ in some English words, would be good indicators of a child’s current knowledge and future performance. Theories of spelling and reading development according to which young children rely predominantly on phonological strategies ( Ehri, 1986, 2005, 2014 Frith, 1985) suggest that it is not until around Grade 2 (around 8 years old in the U.S.) that children store in memory information about which sound-to-letter correspondences are appropriate for specific words or contexts within words. However, many researchers have suggested that correctness is not a good measure of performance for children in the early primary grades (e.g., Landerl & Wimmer, 2008 Ritchey, Coker, & McCraw, 2010). How can we tell whether a young child is on the path toward becoming a good speller? The standardized spelling tests that are often used for educational and research purposes score responses as correct or incorrect. The ability to spell individual words is an important foundation for writing and reading (e.g., Graham, Harris, & Chorzempa, 2002).
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