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Growing Phonological And Morphological Knowledge And Improving Spelling Outcomes In Year 2 Primary School Children Through Explicit Instruction And Contextualised Dictation, Sally Louise Robinson-Kooi

Theses: Doctorates and Masters

Using Explicit Instruction (EI) to teach spelling is controversial because teaching approaches vary considerably in the contemporary classroom. Teachers may privilege visual over linguistic strategies and include target words based around themes, rather than the phono-morphological structures of words. There is also little current research about the benefits of using sentence dictation to practise taught spelling skills and thus to increase the likelihood of developing spelling automaticity. Spelling automaticity is important because it complements crucial reading and writing skills. Developing fluent spelling through EI, followed by sentence dictation, was a specific focus of this study.

Two primary schools in rural …

Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley

Australian Journal of Teacher Education

Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers …