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Using Research to Make Informed Decisions about the Spelling Curriculum.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Putman, Rebecca S. |
| Copyright Year | 2017 |
| Abstract | Learning how to spell is important. Most people would agree that the ability to spell correctly is an essential trait of literate people, and that students must be taught how to spell correctly; however, there is still debate among parents, educators, and the public as to how spelling should be taught in the schools. This paper reexamines and compares the research on the traditional spelling curriculum with the research on word study in order to help educators make an informed decision about spelling instruction. earning how to spell is important. Most people will agree that the ability to spell correctly is an essential trait of literate people, and that students must be taught how to spell effectively (Robinson, McKenna, & Wedman, 2000). In fact, our society, in general, values correct spelling above all other writing conventions (Turbill, 2000). Furthermore, making anything beyond a few minor spelling errors is equated with ignorance and incompetence (Moats, 2005). As a result of these beliefs, most parents view spelling as a fundamental part of their child’s literacy education, and they attach great importance to weekly spelling tests (Robinson, 2005; Turbill, 2000). Most schools and teachers continue to regard spelling as an integral part of any educational curriculum. Because of these expectations, almost every elementary school in America teaches and assesses their students’ spelling abilities (Fresch, 2003; Graham et al, 2008; McNeill & Kirk, 2013). The purpose of this paper is to reexamine and compare the research on the traditional spelling curriculum with the research on word study in order to help educators make an informed decision about spelling instruction. TRADITIONAL SPELLING INSTRUCTION Spelling research and instruction has historically been based on assumptions about the way the English spelling system is organized and how children learn (Templeton & Morris, 2000). For most of the 20th century, the spelling curriculum was determined by the beliefs that English spelling is highly irregular and students do not use prior knowledge of previously-learned words to help spell new words (Simonsen & Gunter, 2001; Templeton & Morris, 2000). The main conceptualization of spelling was as a tool for effective writing. As a result of these beliefs, spelling instruction in most classrooms was based on rote memorization of an assigned list of words selected by the teacher or a spelling textbook that emphasized visual memorization of the most common irregular sound/symbol correspondences (Robinson, 2005; Robinson et al., 2000; Schlagal, 2007; Templeton & Morris, 2000). Based on this view of an irregular spelling system and isolated learning, most teachers and researchers emphasized visual memorization of spelling words. Around the 1960s, spelling research showed that English spelling was a predictable, logical, and rule-based language system (Hanna, Hanna, Hodges, & Rudorf, 1966). Hanna et. al. (1966) found L |
| Starting Page | 24 |
| Ending Page | 32 |
| Page Count | 9 |
| File Format | PDF HTM / HTML |
| Volume Number | 5 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1147675.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
