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ERIC Number: EJ1054644
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0574
Stages and Standards in Literacy: Teaching Developmentally in the Age of Accountability
Gehsmann, Kristin M.; Templeton, Shane
Journal of Education, v191 n1 p5-16 2011-2012
This article describes a model of literacy development as reflected in students' spelling. The model, based on research that identified five stages of word knowledge, explains the development of this knowledge in readers and writers, and provides a framework for elementary-grade instruction that is intended to: (1) address grade-level expectations in the "Common Core State Standards, English Language Arts"; and (2) describe a developmentally appropriate approach to instruction. The model also informs the assessment of word or orthographic knowledge to gain insight into the range of developmental levels in a class and to guide instruction in whole-class and small-group contexts. Examples focus on a third-grade classroom in which the range of levels includes beginning, transitional, and intermediate readers and writers, and suggest implications of developmentally grounded instruction for students' growth toward achieving grade-specific "CCSS/ELA."
Boston University School of Education. Two Silver Way, Boston, MA 02215. Tel: 617-353-3230; e-mail: bujed@bu.edu; Web site: http://www.bu.edu/journalofeducation
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A