Lecture 8 - Spelling Assessment and Intervention Flashcards
What percentage of English words are irregular or nonsensical?
4%
Do most teachers know or teach the linguistic nature of spelling?
No
Traditional spelling instruction does not teach children the __________ that is needed for accurate spelling.
Underlying language knowledge
What does poor spelling instruction negatively impact
Decoding/reading words
What are the 4 blocks of spelling?
Phonology
Orthography
Morphology
Semantics
What happens when the 4 blocks are used?
2
Children can spell and read new words
Children can develop mental images of the words
What are Mental Graphemic Representations (MGR)?
2
The stored mental images of written words in memory
Word parts (affixes) stored in the mental orthographic lexicon
Word-specific mental representations can be applied to ______ and ______ words
Spelling
Reading
What can word-specific images (Mental Graphemic Representations) include?
(3)
Complete and accurate images of written words (e.g., cat),
Less clear or incomplete images that contain only a few letters (e.g., prsnl for personnel),
Word parts such as prefixes and suffixes (e.g., re-, -ing for recycling).
Well-established and complete MGRs are necessary for fluent _____ and _____.
Reading and writing
When individuals can match printed words to previously stored MGRs, words are ___________ and ___________.
Read effortlessly and fluently
Comprehension is aided
What are Phonological Processes important factors in?
Learning sound-symbol correspondence
What has been unconscious, becomes important in learning to spell and read
How do we use phonological knowledge in spelling?
3
Use phonological processes
Blend constituent phonemes into syllables and words
Analyze the spoken syllables into phonemic units
What is used when spelling unknown words?
Phonological knowledge is used
What is used when spelling sight words?
2
Orthographic knowledge
Morphological knowledge
What is Orthographic Pattern Knowledge of spelling?
4
The knowledge required to represent spoken language in writing
What letter combinations are not acceptable (e.g., “jr” in a word is not acceptable)
Principles governing root words (e.g., long vs short)
Positional constraints (“ck” is only in postvocalic)
What are the two components of Orthographic Pattern Knowledge of spelling?
Word-specific knowledge (MGRs)
Orthographic pattern knowledge-set of patterns are applied when writing spoken words (/k/ is spelled with k, c, ck, ch)
What is Morphological Knowledge of spelling?
4
Ability to consider the morphemic structure of words
How spelling changes when morphemes are added to a base word (“admit” vs. “admission”)
The relationship between morphologically related words
Overt knowledge of spelling prefixes (e.g., un-, pro-) and suffixes (e.g., -ing, -est)
What are two common ways of modifying base words?
Dropping the “e” before adding “-ing”
Doubling “p” when adding “-ed” to “hop”
What is Semantic Knowledge of spelling?
2
Understanding how meaning affects spelling
Knowing the difference between Homophones (Their–There–They’re)
What are Mental Graphemic Representations (MGR) the basis of?
(2)
Sight word recognition
Processing used when decoding words
What is “fast mapping”?
2
Learning orthographic representations via exposure
Even unusual words can become sight words and can be written without additional processing
What happens when a MGR is “fuzzy”?
It takes more time to read and spell that/those words
What is Spelling Growth highly correlated with?
2
Increased reading comprehension skills
Increased writing comprehension skills
Spelling is an ______ task.
What does this mean? (2)
Encoding
//
Converting phonemes to graphemes
Using phonological, orthographic, and morphological knowledge
Spelling is associated with ___________.
Reading comprehension
Reading comprehension shares reliance on ______.
Why?
MGRs
You will have to spend more time to use mental energy comprehending instead of decoding (Chall, 1996)
Better decoders are ___________.
Better spellers
What two things is good spelling dependent on?
Orthographic type (phonemic vs. nonphonemic)
Word length (better 1-3 syllables)
What is Chall’s Stage 1 of Reading?
When does it occur?
What is it?
Precommunicative spelling
1-7 yrs
Random letters are used. Meaning is assigned by writer
What is Chall’s Stage 2 of Reading?
When does it occur?
What is it?
Semi-phonetic spelling
4-9 yrs
Use letters to represent speech sounds
What is Chall’s Stage 3 of Reading?
When does it occur?
What is it?
Phonetic spelling
6-12 yrs
Phonological judgment and inventive spelling are used
What is Chall’s Stage 4 of Reading?
When does it occur?
What is it? (4)
Morphemic spelling
8-18 yrs
//
Affixes (Prefixes and suffixes)
Schwa
High frequency word families
C-V-(e) – e.g., cube
What is Chall’s Stage 5 of Reading?
When does it occur?
What is it? (2)
Derivational Constancy
10 to adulthood
//
Use different forms of multisyllabic and professional words
Proof-read
What assessment can be used to test Spelling?
2
Test of Written Spelling-5
Spelling Evaluation for Language and Literacy -2 (SPELL-2)
How is the Test of Written Spelling-5 performed?
2
Children are asked to write words spoken by the examiner
Examiner gives word – word in sentence – word
How do we determine Spelling Goals?
3
Need to elicit a large sample of words
Identify orthographic patterns that are misspelled
Describe the nature of the spelling errors
How is the Spelling Evaluation for Language and Literacy -2 (SPELL-2) performed? (2)
What does it give us?
Administer gives 4 levels of words based on the student’s preassessment results
Errors occurring more than 40% of time need more analysis
//
Gives results and level of spelling accuracy
How do we measure Spelling Progress?
5
Document a baseline performance and monitor progress
Response to Intervention
Construct a list of words with elements across a given grade
Collect samples of work
Look at Percent words correct (PWC)
What is a Spelling Sensitivity Score of 3?
Correct spelling
What is a Spelling Sensitivity Score of 2?
Legal misspellings
What is a Spelling Sensitivity Score of 1?
Illegal misspellings
What is a Spelling Sensitivity Score of 0?
Omitted elements
How do we tailor Multilinguistic Intervention spelling intervention?
Cater goals and objectives to needs of students
What is Ellis’ Scaffolding Approach to Spelling?
Four levels for teaching spelling
What is Ellis’ Scaffolding level “I do”?
New strategy is modeled by instructor
What is Ellis’ Scaffolding level “We do”?
Student imitates strategy with instructor
What is Ellis’ Scaffolding level “Y’all do”?
Multiple students and instructor imitate strategy
What is Ellis’ Scaffolding level “You do”?
Student does strategy alone
How can we help improvement Orthographic Pattern Knowledge?
6
Omission of letters
Segmenting and blending words
Sound Strings (Wasowicz et al., 2004)
Magnetic Letters
Classes of phonemes
Clusters – use clusters (e.g., str + VC)
How can we model and scaffold spelling strategies?
3
Have word family cards
Sort cards by end/ rime pattern
Have child verbalize the orthographic principle and words
How can we teach Morphological Knowledge?
3
Word sorts –by word ending
Rhyming
Word Relatives Strategy
What is the Word Relatives Strategy?
Child learns to recognize relationship between words by word family
(elicit–elicitation; assume-assumption)
Are there free Spelling Tests by grade online?
Yes at http://gradespelling.com/
What kind of spelling patterns are being learned in 1st grade?
End patterns (fat, cat, bat, pat, mat, sat, hat)
What kind of spelling are being learned in older grades?
2
Science vocabulary
Math vocabulary
What spelling questions should we ask during assessments?
2
Have parents noticed any problems
Ask the child where they have difficulty
How should spelling activities be designed?
To be functional, not DRILL!
Where can many rhyming and phonological and orthographic examples be found?
In Dr. Seuss–type books
