Week 6 - School-aged development

Question 1

Phonological knowledge

Language Knowledge Blocks for Spelling (Apel et al., 2012)

Answer 1

This requires segmenting words into individual phonemes (or sounds).In order to spell words, children use this phonological knowledge to segment each word into smaller units, such as syllables, phonemes or onset and rime, and accurately match these to appropriate letters or letter combinations (called graphemes). Another important part of phonological knowledge development is the ability to understand that sentences comprise words, and to hear and identify the separate words in sentences.

Question 2

Orthographic pattern knowledge

Language Knowledge Blocks for Spelling (Apel et al., 2012)

Answer 2

Orthographic knowledge refers to the information that is stored in memory that tells us how to represent spoken language in written form. We might refer to these as spelling rules.

Magic e; i before e except after c. | ck” rule; /k/ = ck after vowels but not before | “ff” + “ck” word medial and final but not initial | “ee”, “oo”, common but “ii”, “aa”, “uu” are rare

Question 3

Morphological knowledge

Language Knowledge Blocks for Spelling (Apel et al., 2012)

Answer 3

ability to consider morphemes in a word; knowledge of prefixes & suffixes

Question 4

Semantic knowledge

Language Knowledge Blocks for Spelling (Apel et al., 2012)

Answer 4

how meaning affects spelling e.g., homophones – hear vs here. Spell check tools do not have this ability and as long as a word is spelled correctly, they will allow, for example, “Please execute my son from school”.

Question 5

Etymological knowledge

Language Knowledge Blocks for Spelling (Apel et al., 2012)

Answer 5

refers to how the history and origins of words relates to their meaning and spelling. Many words in modern English come from or have their roots in other languages, particularly Latin and Greek.

e.g., logue meaning word/thought- dialogue, monologue, duologue and phil meaning love- philosophy, philanthropy

Question 6

English Orthographic Structures

Answer 6

Given that 50% of the English vocabulary can be spelled accurately by sound-symbol correspondence, it’s central that children are explicitly taught grapheme-phoneme correspondences so they are able to crack the English code and apply this for reading and spelling.

Question 7

1:pre-communicative/pre-phonetic stage:

5 proposed stages of spelling development

Answer 7

words are represented using strings of letters and symbols that do not relate to the sounds in words.

Question 8

2:semi-phonetic stage:

5 proposed stages of spelling development

Answer 8

children begin to represent some of the sounds in words, more often consonants or whole syllables, with plausible letters or letter combinations. This is usually the start of invented spelling.

Question 9

3:phonetic stage:

5 proposed stages of spelling development:

Answer 9

every sound in words is represented by letters. Children show awareness of some letter-sound correspondences. Some children may stagnate at this stage if they do not learn to use other strategies beyond phonological knowledge

Question 10

4:transitional stage:

5 proposed stages of spelling development:

Answer 10

children begin to pay more attention to orthographical and morphemic knowledge, as well as spelling rules. More words are spelt conventionally.

Question 11

5:conventional spelling:

5 proposed stages of spelling development:

Answer 11

most words are spelt conventionally. Children control phonological, orthographical and morphemic knowledge needed and use a range of strategies.