The effect of a holistic language environment on the spelling/writing and phonological awareness of kindergarten children

The purpose of this study was to investigate the effectiveness of a holistic language environment on the spelling/writing development and phonological awareness of kindergarten children. Three classrooms were used for this study. The first, the experimental group, consisted of a holistic language environment which daily included the Language Experience Approach (LEA). Second, control group A, was considered to be a modified holistic language environment because the teacher was not permitted to use the LEA technique nor write in front of the students. Last, control group B, was a nonholistic language environment meaning that no holistic language techniques were present in the curricula.; Three instruments, extensively used in Reading Recovery programs, were utilized specifically with spelling/writing and phonological awareness in mind. These instruments were Concepts About Print, Writing Samples, and Dictation. Using the Writing Samples instrument, the researcher also examined spelling levels, use of spaces, and presence of punctuation.; Results indicated significant relationships among the groups on conceptual knowledge about print and knowledge concerning technical features of writing. Significant relationships in language level, message quality, and presence of punctuation were found between the holistic language environment (the experimental group) and the modified holistic language environment (control group A). It was also noted that boys scored significantly lower than girls within these three classrooms. No significant relationships were found between the holistic language environment and the modified holistic language environment in directional principles, use of spaces, spelling levels, and age.