Profs in the English dept at OSU had to cut down dramatically on writing, because of students' poor spelling.but it's a problem across US campuses. Poor spelling instruction at the elementary level is impacting universities and what they can have their students do. Our students with IEPS who get this curriculum have an ROI (rate of improvement) on AIMSweb Spelling that is higher than between 65 and 95% of the students in the country who started in each student's grade at his/her spelling level. When my young teachers use the late linguist, Bob Dixon's spelling curriculum, they tell me that they are finally learning the rules behind spelling words and they are mad that they weren't taught them in school. Spelling is now not only helping students learn to read more fluently but also adding thousands of words to their vocabulary. Finally, students should move into morphographic spelling, learning the meaning and spelling of the most common suffixes, prefixes, base words and root words. For these first two stages of spelling, learning to read words and spell them is complimentary and if both processes are coordinated they enhance each other to break the code.ģ. "When y is at the end of short words it usually says "long i sound" or "When it ends in "atch, etch, itch, otch, or utch, it usually ends in "tch." When they are learning to spell words with the short sound of e for ea, students have a list of words like "bread" and "head". After that, they learn patterns and rules for spelling - ex. Students first need to first learn phonetic spelling, associating sounds with letters - for example, saying the sounds in "slump" and then writing the word.Ģ. An excellent article connecting spelling instruction to how we learn it most efficiently is the article "How Words Cast Their Spelling" at ġ. These are 1) left to right progression, 2) phonemic awareness, 3) letter-sound knowledge, and 4) concept of word. When teachers instruct spelling by having students write lists of unrelated words several times, they are teaching it as a memorization task which is not how brain research indicates that we learn to spell.
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