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--- spelling [2022/04/20 20:34] – [Emergent Stage] jgmac1106
+++ spelling [2022/04/20 23:06] – [What Does Research Say] jgmac1106
@@ Line 9: / Line 9: @@
 Thus you can not differentiate from phonics and spelling beyond possibly the difference between decoding and encoding or mapping graphemes to sound and meaning rather than just sound.
-===== What does Research Say =====
+===== What Does Research Say =====
-Explicit instruction in spelling works. In a meta-analysis of 53 studies that comprised over 6,000 students Graham & Santagelo (2014) found that explicit instruction had a strong effect  ) or informal/incidental approaches to improving spelling performance such as relying on writing instruction or doing "worked work" during interactive read alouds.
+Explicit instruction in spelling works. In a meta-analysis of 53 studies that comprised over 6,000 students Graham & Santagelo (2014) found that explicit instruction had a strong effect over and above studies that relied on informal/incidental approaches  or control groups to improving spelling performance such as relying on writing instruction or doing "word work" during interactive read alouds.
-Increasing the amount of formal spelling instruction also proved beneficial also had a strong effect on learners. More importantly gains in spelling were maintained over time and transferred over to correct spelling  when writing.
+Increasing the amount of formal spelling instruction also proved beneficial, This too had a strong effect on learners. More importantly gains in spelling were maintained over time and transferred over to correct spelling  when writing. Very few instructional routines are this resistant to decay, losing gains from an intervention, or transfer, lessons showing up in other domains or subjects like explicit spelling instruction in incidental student writing.
-In other words stop weighting mechanics so hard in writing rubrics and teach more explicit spelling if you want to see improvements in the spelling of student writing. Teach writing when assessing writing and assess spelling when teaching spelling.
+In other words stop weighting mechanics so hard in writing rubrics and teach more explicit spelling if you want to see improvements in the spelling of student writing. Teach writing when assessing writing and assess spelling when teaching spelling. Put the red pen away when providing feedback on papers.
 Explicit instruction in spelling also had effects on  reading overall. Spelling had a strong effect on phonological awareness. Mapping graphemes to sounds improves our ability to recognize and manipulate phonemes. In fact explicit spelling instruction had a moderate effect on reading skills overall. If you want to know a students level of phonics understanding, basically check their spelling.
 Much of the research in teaching early-childhood and elementary spelling involves the analysis of invented spelling. Charles Read (1971) first mapped inventive spelling to students understanding of phonemes. Inventive spelling then became a diagnostic tool to measure a students understanding of word knowledge (Invernizzi, Abouzeid, & Gill, 1994).
+Given the research around spelling and the diagnostic assessments that are reliable  and feasible for teachers to administer more schools should place an emphasis on explicit spelling instruction through word study.
+<html>
+<video controls width="70%" src="https://jgregorymcverry.com/videos/whatisspelling.mp4">
+</video>
+</html>
 ==== Stages of Spelling ====
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 Pre-K to Middle of 1st Grade
-Emergent Spelling aligns with emergent reading practices in the [[Stages of Reading]] and the learners usually range in age from zero to five years old.
+Emergent Spelling aligns with emergent reading practices in the [[Stages of Reading Development]] and the learners usually range in age from zero to five years old.
 Often students make random markings or write letters from memory that have no bearing on sound. Students can write on paper, hold a utensil correctly, know the print carries meaning, can tell the difference between print and pictures, write inthe correct direction of their language, and draw letter like forms. The students may make some letter to sound correspondence.