Saturday, 16 November 2013

"What Teachers Should Know About Spelling" article

I am grateful to Megan, an Australian follower of The Spelling Blog, for pointing me to this summary of what seems like a very interesting talk by Dr Misty Adoniou about teaching spelling. Her ideas are similar to mine in many ways but have some really interesting variations. To summarise the summary(!):

  • Phonics and visual skills are not the most important indicators of being a good speller
  • English is morpho-phonemic (based on meaning as well as sound) and etymology (word origin) plays a large part, so these two aspects should be explicitly taught across the curriculum (if taught in English, of course)
  • We need to teach 6 types of knowledge about words to spell them well: meaning, sound, acceptable and typical letter patterns, origins, parts of words and remembering what words look like.
  • We should teach spelling strategies through words that learners meet in context  in real books rather than having lists of words to learn that illustrate a strategy.
All sounds very sensible to me. Read the whole article here: 

Thank you, Misty, Megan and Tina Williamson, the summary author. More about Misty Adoniou


1 comment:

  1. There is a triangular correlation between reading skil, spelling skil, and skill in expository writing. The best way to help spelling is to help reading first. Marilyn Adams, in her new book, "ABC Foundations For Young Children", presents newly published proof that most American kids finishing first-grade still can't write and name all of the alphabet letters fluently.
    This is easily correctable, but the establishment, for selfish reasons, is trying to suppress the Adams message