Graduate Research Papers
Availability
Open Access Graduate Research Paper
Keywords
Language and languages--Orthography and spelling--Study and teaching (Middle school);
Abstract
In this literature review, the author explored research studies and literature about literacy to learn more about spelling instruction. Although much research has been done in the area of spelling instruction, little has changed in spelling instruction in the typical middle school classroom (Templeton, 2002a).
This review gives a brief overview of the basic composition of the English language and the history of the teaching of spelling in the United States. Research is reviewed that deals with the acquisition of spelling based on the developmental spelling continuum (Bear, Invemizzi, Templeton & Johnston, 1996). The author explored the connection between reading, writing, and spelling.
As a result of this exploration, a program was designed to teach students spelling at their developmental spelling level. Explicit strategy instruction is utilized in this design to allow students to form inductive conclusions about spelling patterns and strategies.
Year of Submission
2006
Degree Name
Master of Arts in Education
Department
Department of Curriculum and Instruction
First Advisor
Donna H. Schumacher-Douglas
Date Original
2006
Object Description
1 PDF file (vi, 50 pages)
Copyright
©2006 Jennie M. Johnson
Language
en
File Format
application/pdf
Recommended Citation
Johnson, Jennie M., "Caught or taught : development of a middle school spelling program" (2006). Graduate Research Papers. 930.
https://scholarworks.uni.edu/grp/930
Comments
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