ABSTRACT In this study, we examined the spelling performance of 430 kindergartners, which included a high-risk sample, to determine the relations between end-of-kindergarten reading and spelling in a high-quality language arts setting. We described, analyzed, and compared spelling outcomes, including spelling errors, between good and poor readers. The findings suggest that not all of the children achieved the desired standard as outlined by the Common Core State Standards. In addition, not every good reader was a good speller, and not every poor speller was a poor reader. The study shows that spelling tasks that are accompanied by spelling error analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies.

中文翻译：

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幼儿园期末拼写结果：拼写错误分析数据如何通知开始阅读教学？

摘要 在这项研究中，我们检查了 430 名幼儿园儿童的拼写表现，其中包括一个高风险样本，以确定在高质量语言艺术环境中幼儿园结束阅读与拼写之间的关系。我们描述、分析和比较了好读者和差读者之间的拼写结果，包括拼写错误。调查结果表明，并非所有儿童都达到了共同核心州标准所概述的预期标准。此外，并非每个优秀的阅读者都是优秀的拼写者，也并非每个糟糕的拼写者都是糟糕的阅读者。该研究表明，伴随拼写错误分析的拼写任务为对儿童拼写错误的教学意义和个性化拼写教学策略提供了一个有力的窗口。