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ERIC Number: ED327847
Record Type: RIE
Publication Date: 1987-Mar-28
Pages: 10
Abstractor: N/A
Reference Count: N/A
Spelling in the Context of Current Approaches to Language.
Croft, Cedric
How can classroom spelling programs be structured and organized to fit current approaches to language? Ten major considerations can be identified: (1) spelling is a skill of writing; (2) spelling is best learned as a component of writing, and not as a result of studying isolated skills; (3) not all children will pick up spelling as a result of reading and writing--for most children, study of the meanings, uses, and structure of words is an essential part of the classroom language program; (4) words to be incorporated in a word study program must emerge from other aspects of the classroom program, but the essential feature should be their relevance to pupils' writing; (5) there is a relatively small core of high-frequency words that must be used properly and spelled conventionally, if skills of spelling and written language are to progress; (6) beyond this small common core of words, there is a rich and diverse written language, unique to each individual; (7) there is much less uniformity and regularity in the spelling errors made by a class group, than in the words they use; (8) children need to be given a procedure to help them learn to spell specific words; (9) proofreading is another aspect of spelling that is not just picked up--children can learn to detect errors; and (10) as spelling is a skill of writing, its measurement and evaluation must begin with written language and must utilize test-based information as appropriate. (SR)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New Zealand
Note: Paper presented to the Professional Development Seminar of the Reading and Social Studies Associations (Wanganui, New Zealand, March 28, 1987).