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Alphabet Soup: Making Sense of Spelling Instruction

dc.contributor.authorSilby, Kristine
dc.descriptionTeaching and Learning Department Capstone Projecten_US
dc.description.abstractThis essay explores the orthographic discipline of spelling instruction. More specifically, the spelling of English words is examined and the resulting suggestions for implementation and instruction in the classroom are discussed and evaluated. Beginning with a broad sweeping look at the entire field, the opposing theories of “caught” spelling and “taught” spelling are examined and critiqued (Graham et al., 2008; Johnston, 2001). Those who ascribe to a “caught” theory of spelling believe that pure literary exposure will yield capable spellers. In other words, the ability to spell correctly is a skill that can be imitated if a student has enough exposure. On the other hand, many educators believe that simple interaction with literary devices such as books and oral communication does not guarantee an accurate acquisition of spelling knowledge and ability. Rather, the majority of students must receive a multitude of instructional techniques that include exposure, but do not solely rely on it for the means of spelling attainment. Evidence suggests that students must be taught how to spell and not just catch it when reading or writing (Bear & Templeton, 1998; Henderson, 1985; Moats, 2005/2006). Moving forward from this theoretical base, a look will be given to the history of the English language and then the focus will turn towards trends that have shaped spelling instruction. Next, the information presented will gain traction as it is applied to the actual practice of teaching as the implications for curriculum including methods regarding assessment and considerations for adaptations are discussed. Finally, a survey conducted by Carreker, Joshi, and Boulware-Gooden (2010) adds to the literature on teacher preparation and their insights regarding professional development bring depth to the link between teacher knowledge and student achievement.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectword study, spelling, phonicsen_US
dc.subject.lcshLanguage and languages -- Orthography and spellingen_US
dc.subject.lcshSpelling ability -- Study and teachingen_US
dc.titleAlphabet Soup: Making Sense of Spelling Instructionen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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