Spelling Instruction Flashcards
Instead of memorizing letters in words….
Students should analyze spelling patterns by conducting word sorts or playing spelling games. Individual spelling deficits should be identified through a perscriptive multi-linguisitc assessment. The instruction they receive should address the linguistic skills that need strengthening.
Masterson and Apel argue that spelling is…
a linguistic skill, so spelling instruction should follow a multi-linguistic approach which incorporates instruction in phonology, orthography, morphemes, semantics, and mental images of words.
Three kinds of codes that contribute to spelling
- phonological code that is related to the sounds in spoken words.
- orthographic code that is related to the letters in written words
- morphological code that is related to word parts that impact meaning, tense, number or part of speech.
Is there a difference in the way regularly spelled words are stored in memory vs. irregularily spelled words?
No, although they differ in decodability, they do not differ in how they are stored in memory. They have to be mapped.
Ehri’s four phases of reading/spelling development…
- pre-alphabetic
- partial alphabetic
- full alphabetic
- consolidated alphabetic
Pre-alphabetic phase…
lacks any knowledge of letter-sound relations.
Partial alphabetic phase…
children learn the names and sounds of letters and use these to generate partial, invented spelling of words by writing the more salient sounds they hear.
Consolidated Alphabetic phase…
Children acquire knowledge of larger spelling patterns needed to remember spellings of multisyllabic words. 2nd and 3rd graders should be in a consolidated alphabetic phase of spelling.
Full alphabetic phase…
Children acquire knowledge of the major grapheme-phoneme coorespondences so they become able to remember correct spellings.
