The Importance of Teaching Phonological-Based Spelling Skills

Autor/inn/en	Greaney, Keith; Arrow, Alison
Titel	The Importance of Teaching Phonological-Based Spelling Skills
Quelle	In: Kairaranga, 15 (2014) 1, S.20-25 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Teaching Methods; Phonology; Spelling; Error Patterns; Phoneme Grapheme Correspondence; Alphabets; Spelling Instruction; Tests; Error Correction; Foreign Countries; Inservice Teacher Education; Preservice Teachers; Literacy Education; Elementary School Teachers; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fonologie; Schreibweise; Fehlertyp; Buchstabenschrift; Orthographieunterricht; Rechtschreibunterricht; Examination; Prüfung; Examen; Korrektur; Ausland; Lehrerfortbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	In a recent study we (Greaney & Arrow, 2009) undertook an analysis of the types of spelling errors that students had made during a National Education Monitoring Project writing task (Crooks, Flockton & White, 2007). We discussed several issues related to spelling, including the value of analysing students' error-response patterns as a way of identifying some of the likely causes for these errors. As Bissaker and Westwood (2006) note "A pattern of errors (miscues) can indicate children's grasp of regular grapho-phonic relationships and their awareness of less predictable letter sequences" (p. 25). In the current paper the relevance of analysing spelling error-responses as a source of data from which to design further explicit spelling instruction is discussed. Some possible teaching activities that may be used with either small groups or whole classes that aim to develop (in students) a more in-depth orthographic knowledge of words are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01