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ERIC Number: ED326894
Record Type: RIE
Publication Date: 1983
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-908567-31-6
ISSN: ISSN-0111-2422
Teachers Manual for "Spell-Write: An Aid to Writing, Spelling and Word Study." Studies in Education No. 34.
Croft, Cedric
This booklet is the teachers manual for "Spell-Write," a text to aid learners in writing, spelling, and word study, and is intended to function effectively in a variety of classroom spelling and word study programs. The booklet has four main sections. An introduction discusses briefly the alphabetical spelling lists, the background to the development of "Spell-Write," and its structure. The next section, "The Concept of Spelling," examines what spelling is, spelling and writing, how predictable English spelling is, the role of meaning, generalizations in spelling, the development of spelling skills, word use in children's writing, spelling errors in children's writing, and published spelling lists. The third section, "Classroom Spelling Programmes," discusses how spelling programs can be organized, personal spelling lists, word study and vocabulary extension, and studying and mastering the core vocabulary of written English. The fourth section, "Evaluating Progress in Spelling," deals with evaluation and measurement, measuring spelling as an aspect of writing, measuring spelling in relation to peers, measuring spelling of individual words identified for study, and measuring spelling weaknesses before starting remedial instruction. Eighteen references are attached, and appendixes contain the New Zealand Council for Educational Research (NZCER) Survey of Writing, a list of eight speeling tests, a list of nine useful books, and acknowledgements. (SR)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers: New Zealand; Spelling and Writing Patterns; Spelling Patterns
Note: For student text, see CS 212 608.