by Steve Graham
Original article: LINK
Many people worry that schools aren’t teaching spelling well enough, even though they spend a lot of time on it. There are a few reasons why some students struggle with spelling.
First, many spelling programs use textbooks and exercises that might not be very effective. Some activities in these books don’t help students learn spelling rules, and some even make it harder to learn.
Second, classroom instruction often treats all students the same way, even though they have different levels of spelling skills. For example, every student might get the same spelling list on Monday, take a test on Tuesday, and study missed words on Thursday. But this one-size-fits-all approach doesn’t work well for everyone.
Third, many teachers use traditional methods for teaching spelling, even though research shows they might not be the best. For example, some teachers mark “hard spots” in words or use syllabication techniques, which might not be very helpful.
Even though there’s a lot of research about spelling, it’s not always used in classrooms. This means that even though we know how to teach spelling better, it’s not always put into practice.
To make sure students get the right spelling instruction, teachers need to carefully review their teaching methods and any materials they use. Graham’s paper offers some advice on how to evaluate and develop a good spelling program.
Spelling is a complex skill involving recognising, remembering, and writing letters in the correct order. Good spellers can usually write most common words without much effort. However, beginners or poor spellers might struggle with these skills and need lots of practice.
When designing a spelling program, teachers should think about what to teach and which skills to focus on. They should aim for a balanced curriculum that expands students’ spelling vocabularies, improves their understanding of sounds and letters, and helps them spot and fix spelling mistakes.
There’s a debate about whether spelling programs should focus more on learning specific words or on understanding the sounds of letters.
- Some experts suggest that a core vocabulary of around 2,800 to 3,000 words is essential, as these words make up most of what children and adults write. –
- Others argue for teaching phonics and spelling rules, which they say helps students understand how words are formed.
In reality, a good program probably needs to do both.
A solid spelling program should include the words students use most often in their writing. It should also cover basic phonics skills, prefixes, suffixes, and common spelling patterns. Students should also learn how to proofread their work for errors. Stick to teaching spelling rules that are clear and apply to many words. For example:
1. Changing “y” to “i” when adding a suffix: When a word ends with a consonant followed by “y,” and you add a suffix that starts with a vowel, you usually change the “y” to “i.”
- Happy becomes happier
- Copy becomes copies
- Fry becomes fried
2. Dropping the final silent “e” before adding a suffix: When a word ends with a silent “e,” and you add a suffix that starts with a vowel, you usually drop the final “e.”
- Hope becomes hoping
- Dance becomes dancing
- Drive becomes driving
3. Doubling the final consonant before adding a suffix: When a one-syllable word ends with a single consonant preceded by a single vowel, and you add a suffix that starts with a vowel, you usually double the final consonant. For example:
- Run becomes running
- Hop becomes hopping
- Stop becomes stopped
Whole-school spelling principles
In simple terms, effective spelling instruction should follow a few key principles:
- Individualised Instruction: Every student learns spelling differently and at their own pace. Teachers should tailor their teaching methods and materials to match each student’s needs. This means providing personalised study practice and feedback to help each student improve.
- Planned and monitored teaching: Teachers should carefully plan spelling lessons based on what each student needs to learn. Regular assessment of students’ spelling abilities helps teachers adjust their teaching methods to ensure everyone is making progress.
- Promoting positive attitudes: Students need to see the value in learning to spell correctly. Teachers can encourage positive attitudes towards spelling by focusing on relevant skills, celebrating students’ progress, and showing them how spelling is important in everyday life.
- Teacher engagement: Teachers play a crucial role in shaping students’ attitudes towards spelling. They should be enthusiastic and supportive, serving as positive role models for their students and practising what they preach.
By following these principles, teachers can create a spelling program that helps every student become a proficient speller while fostering a positive attitude towards learning.
Instructional recommendations
In research-backed spelling instruction, several key practices have been identified to enhance learning:
- Test-study-test method: For students aged 7-11, this method is effective. It starts with a pretest to identify their spelling of unknown words, followed by studying their misspelt words. Then, a posttest is given.
- Corrected-test method: After a spelling test, students correct their own errors under the teacher’s guidance. This method helps students recognise their mistakes and learn from them.
- Word study: Students should be taught efficient methods to study unfamiliar words. These techniques involve careful pronunciation, visual imagery, and reinforcement to aid retention.
- Presenting words in lists or columns: Words are better studied when presented in a list or column format.
- Allocating time for spelling instruction: About 60-75 minutes per week (on average 15 minutes a day) is recommended for spelling lessons. Big extended spelling lessons may not benefit most students.
Teachers play a crucial role in ensuring students receive effective spelling instruction. This means giving pupils plenty of opportunities to practice specific spelling skills. The suggestions provided here offer a starting point for developing a solid spelling program. It’s important for teachers to make sure spelling lessons are tailored to each student and grounded in research-backed strategies.
Remember, learning to spell isn’t just about mastering a standalone skill—it’s about becoming better writers overall. Spelling is tightly connected to writing, and weaknesses in one area can impact another. For instance, students who struggle with spelling may find it harder to express themselves in writing. Therefore, it’s vital to that children get plenty of opportunities to write.
By keeping these principles in mind and designing spelling lessons that integrate with broader writing instruction, teachers can help students become more confident and proficient writers.