Open Access Graduate Research Paper
English language--Orthography and spelling--Study and teaching (Elementary);
This paper describes a teacher inservice designed to aid teachers in implementing a developmental spelling program in an elementary setting. Developmentally appropriate instruction in spelling takes into account a student's existing knowledge of words. Such a program consists of understanding each student's level of knowledge, selecting word lists to meet the students' needs; providing explicit instruction about spelling patterns, and continually assessing students' spelling progress through authentic, written work
The questions this project will address include: (a) Why should a developmental spelling program be implemented, (b) what research supports a developmental approach to spelling instruction, (c) what are the potential benefits for students, and (d) how can a developmental spelling program be implemented and evaluated in the classroom?
The inservice described in this paper includes three two-hour work sessions. The purpose of these inservice sessions is to introduce elementary teachers to developmental spelling theory, instruction, and assessment. The inservice will include experiences in assessing students' developmental spelling stages, selecting words based on students' abilities, and using a variety of student practice options in learning new words. Finally, teachers will reflect on the progress made by their own students as a developmental spelling approach is implemented and study groups continue collaborative learning after the inservice is completed.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Rebecca K. Edmiaston
1 PDF file (ii, 55 pages)
©2004 Jennifer L. Heckmann
Heckmann, Jennifer L., ""Speling it rite eevn aftr the test" : what students can tell us" (2004). Graduate Research Papers. 817.