1,720,983 research outputs found
Innovative linguistic inquiries in the primary classroom
No full textEnabling young learners to become independent linguistic inquirers should be one of the fundamental aspirations in the teaching of spelling. Standard English spelling integrates conventional letter sequences (orthographic units) that represent speech sounds (phonological units) as well as word parts that signal meaning and grammar (morphological units). Therefore, becoming a proficient speller involves learning to coordinate phonological, orthographic and morphological strategies with increasing efficiency and autonomy
Innovative linguistic inquiries in the primary classroom
No full textEnabling young learners to become independent linguistic inquirers should be one of the fundamental aspirations in the teaching of spelling. Standard English spelling integrates conventional letter sequences (orthographic units) that represent speech sounds (phonological units) as well as word parts that signal meaning and grammar (morphological units). Therefore, becoming a proficient speller involves learning to coordinate phonological, orthographic and morphological strategies with increasing efficiency and autonomy
Nurturing a personal curiosity of words:A focus on spelling
No full textA shift in emphasis from rote learning of isolated words and Friday spelling tests, to intentional discussion and inquiry into the thinking processes and linguistic components associated with spelling is unequivocally powerful. This paper presents one case study from a mixed methods research project conducted through Charles Sturt University. It illustrates the importance of explicitly teaching strategies beyond ‘sounding out’ and ‘memorising’, as well as teaching the metalanguage associated with spelling. The study demonstrates how teachers can foster students’ curiosity about words and consequently improve their spelling. Using examples from the study, participants will be able to draw their own conclusions about how they can improve their students’ spelling. Pedagogical issues are addressed with practical suggestions provided. By the end of the session, participants will be able to reflect on and share their own responses to the question posed in the titl
Phonological, orthographic and morphological representations:Spelling acquisition in 8 to 12-year-old Australian children
No full textSpelling out their stories: What can we learn about spelling from the voices of children and their teachers?
No full textCapturing the complexities of learning and instruction in spelling has predominantly involved empirical analyses of student spelling using standardised measures of spelling performance. Yet, the voices of students and their teachers also have potential to offer valuable insights. This paper shares semi-structured interview data from students and their teachers (Years 3 to 6) in the Australian Capital Territory. Content analysis of the interview transcripts was employed to gain rich descriptions of the spelling strategies those students used, as well as the instructional approaches teachers reportedly adopted. Insights were revealing: If students were mostly taught to ‘sound out’ words and/or to ‘retrieve words’ from long term memory, they were lesslikely to consciously draw on other linguistic processeswhen encodingless familiar words. The findings also suggest that success with spelling may partly be attributed to the opportunities that children have been afforded both at home and at school, with reading, writing and speaking; however, teachers’ linguistic knowledge, confidence in teaching spelling and quality of instruction were also critical factors
The art of using error analysis techniques to help build spelling skills
No full textBeing able to spell remains an important enabler for meaning-making, and itsupports reading development. In order to empower students to develop theskills essential for success in spelling, linguistic error analysis can be used todetermine which spelling skills require explicit teaching. This paper offersteachers and researchers insight into the development of reliable and valid spelling assessments. Informed by Triple Word Form Theory, the Components of Spelling Tests (CoSTs) are innovative tools designed to measure phonological, orthographic and morphological subskills in spelling. The CoSTs involve systematic spelling error analysis and they are suited for use by teachers and their students across Grades 3 to 6. The tools have been validated in a series of studies involving over 2,000 students across 22 school contexts to ensure their psychometric properties are robust. The aim of this session is to provide background to the development and validation testing results of the CoSTs, and to explore ways in which these innovative assessment tools can be used to inform instructional priorities in spellin
Spelling out assessment:An innovative tool
No full textStage theories of spelling development have been widely accepted since their conceptualisation in the 1970s; but, converging evidence offers support for non-linear models of spelling development. Specifically, Triple Word Form Theory (TWFT) suggests that students are capable of drawing on and coordinating phonological, orthographic, and morphological skills from quite early in their spelling development. Assumptions about the nature of spelling development have important implications for the way spelling is taught; however, many existing assessment systems currently being applied by educators and systems have failed to consider non-linear perspectives of spelling development. This paper presents the Components of Spelling Test (CoST) as a new approach to spelling assessment. The test is a valid and reliable assessment tool informed by TWFT and developed through a method of analysis suggested by stage theorists. Data used to develop and test the CoST were drawn from students in Year 3 and Year 5 across four schools in the Australian Capital Territory (ACT) (n=198). The results of the testing clearly demonstrated that the CoST can provide teachers and educational researchers with a means to validly and reliably identify individual differences in specific phonological, orthographic and morphological skills associated with spellin
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