Scaffolding invented spelling in kindergarten writing by using decodable books and related writing prompts

This study was an attempt to determine whether or not using decodable text with an accompanying writing response would facilitate the development of phonemic writing in kindergartners. A class of kindergartners composed of eight girls and twelve boys were given reading instruction using decodable text once they had mastered most of the alphabet. After multiple re-readings of the text, a writing prompt was created from a picture from the text. The development of phonemic writing was assessed by taking regular writing samples from the children to see if phonetic writing used in the prompts transferred to independent writing. Independent writing in journals was also assessed and the children were interviewed for their opinions of their writing levels. A positive correlation was found in the use of decodable text with writing prompts and the emergence of phonemic writing in journals and independent writing samples.