Spelling: Basic Skills for Effective Communication

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Spelling has assumed a more important place in the elementary curriculum in recent years. The "back to basics" movement has contributed to this change in status, as has the realization on the part of teachers that spelling proficiency relates to the composing process. Teachers and students alike are finding that the ability to spell correctly and with ease enhances the fluency with which students can express their thoughts and feelings through the written word.
Although the resurgence of interest in spelling has been widespread, there has been little agreement on how spelling should be taught or even what words should be taught. Some educators argue that because of the regularity of the English language, phonics and rule generalizations should be... Tovább

Fülszöveg

I' ' ¦ -f!
iiWiiniU:;,
, ! ¦ . ; ' ' I
Spelling
edited by
WALTER B. BARBE AZALIAS. FRANCIS LOIS A. BRAUN
i ' • ' ' \ •'
'i. .; i' ^
i' 'i ^ i j
ii'i i i '
i i' ' ,; ; . ! , I
!. ¦ >
' ' ' l| I r
I
I i ' I ! ¦
I . . i I
Spelling has assumed a more important place in the elementary curriculum in recent years. The "back to basics" movement has contributed to this change in status, as has the realization on the part of teachers that spelling proficiency relates to the composing process. Teachers and students alike are finding that the ability to spell correctly and with ease enhances the fluency with which students can express their thoughts and feelings through the written word.
Although the resurgence of interest in spelling has been widespread, there has been little agreement on how spelling should be taught or even what words should be taught. Some educators argue that because of the regularity of the English language, phonics and rule generalizations should be the basis of spelling instruction. Others take the opposite position, stating that rule-based spelling results in a "hit" ratio not much greater than chance, and that children with little or no knowledge of spelling rules can do better than a computer programmed to respond to the regularity of the language.
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(continued from front flap)
A similar controversy surrounds direct instruction in spelling using predetermined word lists. A substantial body of research supports the belief that direct teaching of words in list form is an effective method for teaching spelling. An equally convincing argument can be offered in support of indirect instruction in which spelling is a byproduct of the composition process. As children learn to write, they will learn to write correctly.
In this text, we have not sought to resolve these issues or the others that surround spelling. Instead, we have chosen to present the reader with representative viewpoints on different aspects of spelling in the hope that the reader can then decide how spelling should be taught. There is no "right" way to teach children to spell, but given the articles that have been brought together in this text, teachers may find that they can devise a method of spelling instruction that is right for their students. Vissza