From Thought to Words to Print: Early Literacy Development in Grade 2
DOI:
https://doi.org/10.11575/ajer.v60i3.55864Keywords:
Early literacy printing, spelling, vocabulary, Mots clés, écriture en littératie précoce, orthographe, vocabulaireAbstract
This study examines the relationship of the underlying skills of printing, spelling and vocabulary choices as they influence the quality of writing at the end of Grade 2. Four classes of Grade 2 (N=85) writing in response to an expository prompt were scored holistically on a trait based rubric, then scored for spelling accuracy and control/legibility of printing. The samples were then profiled using public domain software to glean insights into the vocabulary children can marshal and mobilize to describe ‘the ideal zoo.’ The findings accord well with Berninger’s (1994) developmental constraint model of early literacy. The study makes a contribution in highlighting the need for explicit skills instruction (printing and spelling) and the emergent ability of ‘excellent’ young writers to take risks with vocabulary; to demonstrate understanding of register and genre requirements; and to effectively use pre-writing activity (sketching/drawing) as a concrete reference point for transposing thought to word to print.
Cette étude porte sur l’influence des habiletés de base (écriture, orthographe, choix de vocabulaire) sur la qualité de la rédaction chez des élèves à la fin de la 2e année. Quatre classes d’élèves en 2e (N=85) ont rédigé en réponse à un texte informatif. On a d’abord évalué leurs rédactions dans une perspective d’ensemble avec une grille visant certains aspects, ensuite en notant l’orthographe et la lisibilité (dextérité avec le crayon). Par la suite, on a établi des profils à partir des échantillons et en utilisant des logiciels du domaine public de sorte à glaner des idées sur le vocabulaire que peuvent rassembler et utiliser les enfants pour décrire « le zoo idéal ». Les résultats cadrent bien avec le modèle développemental de Berninger (1994) axé sur les contraintes en littératie précoce. La contribution de l’étude consiste en soulignant la nécessité de l’instruction explicite des habiletés (écriture et orthographe) et en mettant en relief la capacité en émergence chez les « excellents » jeunes écrivains de prendre des risques avec le vocabulaire, de démontrer une compréhension des exigences liées au registre et au genre, et de mettre à profit les activités préparatoires (esquisse, dessin) pour transposer les idées en mots et ensuite en textes.
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