By Peter Westwood
Bridges the gaps among wisdom collected from learn on spelling acquisition and the practicalities of training spelling extra successfully in schools.
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Bridges the gaps among wisdom collected from study on spelling acquisition and the practicalities of educating spelling extra successfully in schools.
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Additional info for What teachers need to know about spelling
G. ‘Spell horse’). At fi rst the word ‘horse’ appears on the screen at the same time the word is pronounced, and the student writes or types it. In subsequent sessions, the word will be pronounced and will not appear on the screen until 5 seconds later, allowing time for the student to attempt the spelling of the word independently. , 2007; Coleman-Martin & Heller, 2004). html ◗ Attainment targets for spelling within the National Curriculum in the United Kingdom. Go first to National Curriculum Online.
Teaching weaker spellers to apply more effective strategies for learning, checking and self-correcting words is a powerful way of addressing their instructional needs. Since the pioneering work of Read (1971), Henderson and Beers (1980), and Ehri and Wilce (1985), an individual’s acquisition of spelling knowledge has been recognised as a developmental process. Studies have suggested that children’s spelling ability typically passes through a series of stages, each stage reflecting an advance in knowledge about phonemes, letters and letter-strings, and units of meaning within words.
And groups of children of a certain age may exhibit many different spelling strategies. , Rittle-Johnson & Siegler, 1999). Overlapping waves theory is one recent perspective that goes beyond simple stage theory. Based on the work of Siegler (1996; 2000) who first applied it to strategies children use for simple arithmetic, overlapping wave theory suggests that the frequency of use of different strategies children possess or acquire rises and falls over a period of time, with a gradual increase in efficiency and sophistication.