spelling
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spelling [2022/04/20 20:51] – [What Does Research Say] jgmac1106 | spelling [2022/04/20 23:07] (current) – jgmac1106 | ||
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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/ | 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/ | ||
- | 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 | + | 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 |
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. | 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. | ||
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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, | 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, | ||
- | Given the research around spelling and the diagnostic assessments that are reliable | + | Given the research around spelling and the diagnostic assessments that are reliable |
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==== Stages of Spelling ==== | ==== Stages of Spelling ==== | ||
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This stage begins around fourth grade and last through adulthood. Word study now builds both spelling and vocabulary as the way words get spelled influence meaning. At this stage we expand vcabulary by focusing on the spelling of Latin and Greek roots, suffixes, and prefixes. These roots make up much of [[academic language]]. | This stage begins around fourth grade and last through adulthood. Word study now builds both spelling and vocabulary as the way words get spelled influence meaning. At this stage we expand vcabulary by focusing on the spelling of Latin and Greek roots, suffixes, and prefixes. These roots make up much of [[academic language]]. | ||
- | In the early phases of this stage spellers get most words correct. Schwa or unaccented spellings may provide some trickiness. Students will miss silent consonants and will make common mistakes suffixes and prefixes. As students progress they will learn how to handle unknown words they ecounter. | + | In the early phases of this stage spellers get most words correct. Schwa or unaccented spellings may provide some trickiness. Students will miss silent consonants and will make common mistakes suffixes and prefixes. As students progress they will learn how to handle unknown words they encounter. |
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===== In the Classroom ===== | ===== In the Classroom ===== | ||
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During the emergent spelling stage you may have students sort sounds. This could be by simply standing up when they hear the correct sound. You then rely on pictures and have students map by initial phoneme sound before working on grapheme to phoneme mapping. Students can the sort words by spelling patterns or even meaning in later stages. In the last two stages students will often sort words by meaning as they sort for spelling. | During the emergent spelling stage you may have students sort sounds. This could be by simply standing up when they hear the correct sound. You then rely on pictures and have students map by initial phoneme sound before working on grapheme to phoneme mapping. Students can the sort words by spelling patterns or even meaning in later stages. In the last two stages students will often sort words by meaning as they sort for spelling. | ||
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spelling.1650487886.txt.gz · Last modified: 2022/04/20 20:51 by jgmac1106