ERIC Number: ED278032
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: 0
Meeting the Needs of Poor Spellers in the Elementary School: A Developmental Perspective. Occasional Paper No. 14.
Meeting the needs of students who are below their grade level in spelling ability is a continual problem for elementary teachers. Much has been learned over the past 15 years about how children learn to spell in the primary grades. Developmental spelling sequences have gained credibility and developmental spelling theory has provided important diagnostic and instructional guidance to primary teachers. In helping poor spellers progress, teachers must first diagnose the level of ability at which students are operating. To do this, the teacher must decide what aspects of children's performance predict their future spelling achievement. Once the instructional level is determined for groups of children and appropriate spelling materials have been located for each group, the traditional practice of having children study, memorize, and take weekly tests on graded lists of words should be initiated. The key to an effective spelling program is the establishment of a strong classroom writing program in which the teacher monitors and comments on the children's spelling. (This essay reports on an actual fourth grade classroom, and includes tables of data and graded spelling lists from the Qualitative Inventory of Word Knowledge.) (JD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: National College of Education, Evanston, IL. Reading Center.