Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables

2020 ◽  
Vol 73 (6) ◽  
pp. 711-722
Author(s):  
Nora Vines ◽  
Jennifer Jordan ◽  
Amy D. Broemmel
Keyword(s):  
Word Study ◽  
Spelling Instruction

Using Students' Invented Spellings as a Guide for Spelling Instruction That Emphasizes Word Study

1994 ◽  
Vol 95 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Marcia Invernizzi ◽  
Mary Abouzeid ◽  
J. Thomas Gill
Keyword(s):  
Word Study ◽  
Spelling Instruction

Word Study: A Multilinguistic Approach for Spelling Instruction

2013 ◽  
Vol 20 (4) ◽  
pp. 137-143 ◽  
Author(s):  
Elisabeth C. Bell ◽  
Deborah A. Cron ◽  
Cheryl Gudmundson Jones ◽  
Dea A. Borneman
Keyword(s):  
Treatment Protocol ◽  
Male Student ◽  
Collaborative Approach ◽  
Internet Search ◽  
Word Study ◽  
Reading And Writing ◽  
Linguistic Awareness ◽  
Spelling Instruction ◽  
Assessment And Treatment ◽  
Working Together

This paper describes the multilinguistic spelling assessment and treatment protocol for aseventh-grade male student using a collaborative approach between a speech-languagepathologist and librarians. Working together, the team used internet search tools toprovide authentic reading and writing materials for generalization of acquired word studyskills. Specific goals and activities were tailored to meet the student's needs byintegrating 5 linguistic awareness components of word study instruction.

Telios And Sanctification: A Word Study With Theological Significance

2002 ◽  
Author(s):  
Thomas L. OLSON
Keyword(s):  
Word Study

scholarly journals Does Spelling Still Matter—and If So, How Should It Be Taught? Perspectives from Contemporary and Historical Research

2021 ◽  
Author(s):  
Steven C. Pan ◽  
Timothy C. Rickard ◽  
Robert A. Bjork
Keyword(s):  
Approaches To Teaching ◽  
Traditional Methods ◽  
High Stakes ◽  
Early 21St Century ◽  
Relevant Evidence ◽  
Spelling Instruction ◽  
English Speaking ◽  
The Subject ◽  
Traditional Approaches

AbstractA century ago, spelling skills were highly valued and widely taught in schools using traditional methods, such as weekly lists, drill exercises, and low- and high-stakes spelling tests. That approach was featured in best-selling textbooks such as the Horn-Ashbaugh Speller of 1920. In the early 21st century, however, skepticism as to the importance of spelling has grown, some schools have deemphasized or abandoned spelling instruction altogether, and there has been a proliferation of non-traditional approaches to teaching spelling. These trends invite a reevaluation of the role of spelling in modern English-speaking societies and whether the subject should be explicitly taught (and if so, what are research-supported methods for doing so). In this article, we examine the literature to address whether spelling skills are still important enough to be taught, summarize relevant evidence, and argue that a comparison of common approaches to spelling instruction in the early 20th century versus more recent approaches provides some valuable insights. We also discuss the value of explicit spelling instruction and highlight potentially effective ways to implement such instruction, including the use of spelling tests. Overall, our goals are to better characterize the role of spelling skills in today’s society and to identify several pedagogical approaches—some derived from traditional methods and others that are more recent—that hold promise for developing such skills in efficient and effective ways.

scholarly journals A National Survey of Spelling Instruction: Investigating Teachers' Beliefs and Practice

2003 ◽  
Vol 35 (3) ◽  
pp. 819-848 ◽  
Author(s):  
Mary Jo Fresch
Keyword(s):  
National Survey ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
The United States ◽  
Traditional Model ◽  
Spelling Instruction ◽  
Individual Instruction ◽  
Teachers Beliefs ◽  
Beliefs And Practice ◽  
Level Of Agreement

Information about current spelling instructional practices across the United States was sought in this national survey with a random sample of teachers of grades 1 through 5. Respondents reported current practices and noted their level of agreement or disagreement to theoretical statements about spelling. Teachers responded to open-ended statements regarding concerns and problems they encounter in teaching spelling. The results suggest teachers rely on a traditional model for instruction. They are aware of more recent research on developmentally appropriate practice but do not necessarily implement those ideas. Implications from this study include provision for professional development, examination of purchased materials in relation to theories of appropriate individual instruction, and support for teachers who want to change instruction to match their beliefs.

A Cognitive Approach to Teaching Spelling

1986 ◽  
Vol 53 (2) ◽  
pp. 169-173 ◽  
Author(s):  
Bernice Y. L. Wong
Keyword(s):  
Word Knowledge ◽  
Specific Information ◽  
Cognitive Approach ◽  
Cognitive Demands ◽  
Spelling Instruction ◽  
Monitoring Strategies ◽  
Approach To Teaching

A case for a cognitive approach to teaching spelling is presented. An examination of the cognitive demands of the act of spelling indicates that the speller needs to coordinate several sources of word knowledge: phonological, orthographic, syntactic, and semantic. The act of spelling is completed with a decision about the acceptability of the spelling produced. Spelling instruction, therefore, should include specific information about words and about monitoring strategies. Data are used to support this approach to teaching spelling.

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

Word study strategies

2001 ◽  
pp. 263-316
Keyword(s):  
Study Strategies ◽  
Word Study

The Use of evangelicus in the Paraphrases

2017 ◽  
Vol 37 (2) ◽  
pp. 137-160
Author(s):  
Dean Simpson
Keyword(s):  
New Testament ◽  
Historical Context ◽  
The Other ◽  
Word Study ◽  
Semantic Categories ◽  
The New Testament ◽  
The One

This article is a word study that analyses and interprets how Erasmus uses the adjective evangelicus, -a, -um in his New Testament Paraphrases. The development of the idiom ‘gospel-blank’ (evangelicus + noun) is analyzed diachronically; the phrases denoting gospel things are divided into six semantic categories. The study shows, on the one hand, that there is a general consistency in how evangelicus is used, the most common pairings predominating in most Paraphrases on the Epistles and Gospels, while, on the other, there is some broadening and lowering of the nouns with which evangelicus is joined, moving from the Paraphrases on the Epistles to the Gospel Paraphrases. Erasmus’ changing attitude to the project of paraphrasing the New Testament provides biographical and historical context in which to place the study’s findings. The study concludes by highlighting the New Testament Paraphrases as Erasmus’ humanistic response to worsening divisions in the early 1520s.

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