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ERIC Number: ED266475
Record Type: RIE
Publication Date: 1985
Pages: 34
Abstractor: N/A
Reference Count: 0
I Lk Rnbs: Nurturing the Emergent Speller.
Stice, Carole F.; Waddell, Jill
Research conducted since the early 1970s has provided important insights into how written language develops and how teachers can best foster that growth. One of these promotes the holistic approach to language instruction--to nurture the emergent speller is to nurture the emergent reader, writer, speaker, listener, and thinker. Another important insight is that young children know much about print and can gain control over the conventions of print using the same experimental methods with which they learned to use oral language: hypothesizing, receiving immediate feedback, and practicing. Other research proposes a series of stages of early writing behaviors that may correspond to levels of awareness in a child. Children may evidence them singly or in any combination, move back and forth among them or skip them entirely. The teacher who is aware of these insights and encourages the young child to read by really reading and write by really writing, through an abundance of writing experiences, promotes risk-taking for both students and teachers. Children must be given reasons for writing--to entertain, inform, or label--and experiences that reward their efforts--making books, charts, and graphs, or keeping logs. As children attempt to build words to use in their writing, they develop spelling strategies. Teachers must observe the children and base their curriculum--including direct spelling instruction--on these observations rather than on workbooks and ditto sheets. (Examples of students' writing are included.) (LLZ)
Publication Type: Information Analyses; Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A