The psycholinguistic approach to writing assessment at the beginning of formal education – spelling tests battery
The psycholinguistic approach to writing assessment at the beginning of formal education – spelling tests battery

Summary/Abstract: Young children’s ability to write provides insight into their phonological representations of words, reflects strategies of phonological segmentation, allows inference about their conceptualization of written language and its relation to spoken language, and illustrates the process of increasing both language and orthographic awareness. The aim of this paper is presenting the tests battery for the assessment of spelling skills at the start of education (Spelling Tests Battery) in Poland. The battery consists of six tests assessing the graphotactic, phonological, morphological and orthographic awareness, as important abilities connected with spelling success. All tools have passed through a normalization study (3600 children; aged 5;6 to 7;6). All tests have appropriate psychometric properties. The battery allows to monitor the development of children, to capture any irregularities and implement early intervention, to increase the teaching effectiveness through the individualization, and to predict the future reading and writing skills.

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