Word spelling abilities in English of preschool and school-age children

Abstract Purpose: To investigate the word spelling abilities in English of preschool and school-age children. Materials and Methods: Word spelling subtests from Dyslexia Assessment for Languages of India – Language Assessment Battery were administered to 167 typically developing children within the age range of 4–7 years studying in Junior Kindergarten, Senior Kindergarten, and Grade 1 of English-medium schools. Results: The children’s performance on word spellings improved significantly ( P < 0.05) with an increase in grade from Junior Kindergarten to Grade 1. The correct use of beginning consonants, single vowels, mixed vowels, semivowels, and diphthongs improved by Grade 1. The use of drawings and pre-phonemic spelling strategy was replaced by phonetic strategy by Grade 1. Conclusion: It was inferred that the word spelling ability of typically developing children studying in English-medium schools improves from Junior Kindergarten to Grade 1. The study reveals preliminary information on the spelling abilities of typically developing children from Junior Kindergarten to Grade 1 studying in English-medium schools.