Spelling Worktext and Performance of Grade 11 Students of Esperanza National High School

This study examined the level of achievement in Spelling of the Grade 11 students of Esperanza National High School and acceptability of the Rule-based Spelling Worktext Module in helping the students improve their spelling competencies. It employed experimental design and utilized 50 students to the control group and 50 students to compose the experimental group. For the experimental group, the researcher used the Rule-based Spelling Worktext while Copy-Only Method was applied to the control group. After allotted weeks for spelling instruction, a post- test was conducted to see if there are significant differences on the performance of students in spelling in control and experimental groups. To solve, analyze and interpret the result of the study, percentages, mean, and z-test were used. Study showed that the acceptability level of the Rule-based Spelling Worktext based on its content, relevance and instructional aspect were all described as “Excellent.” The z-test results showed that the spelling performance of the students from the control and experimental groups was the same in pre-test but not significantly the same in post-test. This implied that the experimental group of students showed significant improvement in the post-test than in control group. This improvement in their performance in spelling could be credited to the Rule-based Spelling Worktext which was used with the experimental group in teaching spelling.

The “Sound of Silence”: Sensitivity to Silent Letters in Children With and Without Developmental Language Disorder

Purpose Children with developmental language disorder (DLD) demonstrate general spelling difficulties. This study investigated accuracy on and sensitivity to silent letters in spelling in children with and without DLD. Investigating silent-letter production provides a window into orthographic and morphological knowledge and enhances understanding of children's spelling skills. Method A group of children with DLD ( M age = 9;11 [years;months]) and two control groups of typically developing children ( n = 30 in each group) were given a dictated spelling task of 44 words that each contained a derivational or a nonderivational silent letter. We coded the silent letter in each word and counted 1 point for each correctly spelled letter in order to examine accuracy on silent letters. Two error patterns were distinguished to analyze sensitivity to silent letters: silent-letter substitutions and silent-letter omissions. Results Repeated-measures ANOVA showed that children with DLD produced significantly more errors on silent letters than did both control groups. Both control groups showed a greater sensitivity to silent-letter endings, as they tended to substitute incorrect silent letters where they made errors. In contrast, children with DLD tended to omit silent letters in their spelling attempts. Conclusions Our results suggest that silent-letter production is a major source of difficulty for spellers, especially for those with DLD, who appear to lack sensitivity to silent letters. These results highlight the importance of promoting spelling instruction to enhance orthographic knowledge in children with DLD.

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

A 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.

Pan, Rickard, and Bjork (2021) Does spelling still matter—And if so, how should it be taught?

A 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.

About Methodological Aspects of CHOICE TRAINING IN Spelling ACTION

В статье представлено исследование методической интерпретации психологических источников правописания в связи с неразработанностью проблемы формирования орфографических действий посредством использования когнитивно-коммуникативного подхода на этапе выбора написания. Теоретически обоснована целесообразность когнитивно-коммуникативного подхода при изучении орфографии в 5–7-х классах, то есть на основном этапе формирования орфографических умений; определены основные свойства орфографических действий, а также условия эффективности их формирования, описаны механизмы выбора и контроля в письменной речи, их значение для формирования функциональной грамотности. Применение когнитивно-коммуникативного подхода в методике обучения орфографии на основном этапе ее изучения, описание условий реализации данного подхода при формировании ведущего орфографического умения на основном этапе, определение роли обучения выбору для формирования орфографического способа действия и развития речи учащихся; анализ состояния орфографической грамотности учащихся 5–7-х классов, описание стратегий выбора орфографических написаний в соответствии с типами мышления учащихся и типологии целесообразных упражнений для формирования орфографической грамотности на основе обучения выбору написаний составляют научную новизну представленных материалов. В ходе исследования автором сделаны выводы о том, что речевой опыт учащихся в сфере формирования грамотности имеет «стихийный», неуправляемый характер, ученики 5–8-х классов не могут осуществлять осознанный выбор, связанный с рационально-логическим видом мышления, что ведет к ошибочному написанию,поскольку у них недостаточно развиты умения выбирать и контролировать орфографические действия, способность к саморегуляции. В связи с этим необходима разработка приемов обучения учащихся стратегиям выбора и самоконтроля, подбор целесообразных упражнений с учетом процессуальных аспектов данного вида деятельности. The article investigates psychological factors contributing to spelling performance through the prism of spelling teaching methodology. The relevance of the issue is accounted for by the fact that the problem of applying the cognitive communicative approach to spelling instruction is underinvestigated. The article provides theoretical substantiation for the expediency of applying cognitive communicative approach to teaching spelling to students of fifth through seventh grades, that is at the main level of spelling skills development. It defines major spelling strategies and the conditions that ensure efficient development of spelling skills. It describes the mechanisms of choosing spelling patterns and the mechanisms of self-regulation and their importance for functional literacy formation. The scientific novelty of the research consists in the following: the article describes the application of the cognitive communicative approach at the early stage of teaching spelling, it describes the prerequisites for the application of the approach at the main stage the learning process, it underlines the importance of teaching students to choose correct spelling patterns, it assesses fifth through seventh graders’ literacy, it highlights that the strategies of choosing correct spelling patterns are closely related to students’ thinking strategies, it describes the typology of exercises aimed at teaching spelling. The author of the article concludes that students of fifth through eighth grades cannot fully control their speech and spelling patterns and their choice of spelling patterns is often spontaneous and is not rational. They cannot fully control their spelling and choose correct spelling patterns. Therefore special tasks should be used to teach them to choose correct spelling patterns and to ensure self-regulation.

Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.