Making Words: Enhancing the Invented Spelling-Decodinh Connection

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"Clarke (1998) compared the effectiveness of invented spelling versus an emphasis on correct spelling in first-grade classrooms. The children who had invented spellings were superior to the others on measures of word decoding at the end of the year, In general, as children improve in the phonetic sophistication of their invented spellings, their later success in learning to read words becomes much more likely"

(Cunningham & Cunningham 107)

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The shift from proposing a classroom wherein students are expected to learn to spell correctly immediately to one wherein incorrect spelling is, not only accepted, but also rewarded, is an interesting topic of research in early childhood education. My mother still has some of my "early writing" impregnated with incorrect spelling like the example on the left; in fact, I even have some pieces of writing from when I worked at a daycare, as well as some from my niece when she was younger. 

It is incredibly crucial to not just view this as a cute habit of young writers, but also as a stepping stone into more effective writing. In fact, as the quote above suggests, fostering this type of behavior, as well as successfully bridging the gap into correct spelling with phonics instruction in the classroom, can be a key indicator of future spelling success.

But then the problem arises:

How does a teacher transition from rewarding invented spelling to fostering correct spelling without the children responding negatively to the shift in values?

What are some ways that a teacher can promote invented spelling while also teaching phonics instruction? Would this best be handled in a personal or group setting?

Cunningham, James and Patricia Cunningham. Making Words: Enhancing the invented spelling-decoding connection.