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References

Click the "References" link above to hide these references.

Chomsky,Carol. "Approaching Reading through Invented Spelling." Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, Pittsburgh, Pennsylvania, May 1976. ED 155 630.

DiStefano, Philip P., and Patricia J. Hagerty. "Teaching Spelling at the Elementary Level: A Realistic Perspective." THE READING TEACHER 38 (1985): 373-377.

Gentry, J. Richard. "An Analysis of Developmental Spelling in GNYS AT WRK." THE READING TEACHER 36 (1982): 192-200.

Hodges, Richard E. LEARNING TO SPELL. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and National Council of Teachers of English, 1981. ED 202 016.

Read, Charles. CHILDREN'S CATEGORIZATION OF SPEECH SOUNDS IN ENGLISH. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills and National Council of Teachers of English; Arlington, VA: ERIC Clearinghouse on Languages and Linguistics, 1975. ED 112 426.

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Invented Spelling and Spelling Development

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Click the "References" link above to hide these references. Chomsky,Carol. "Approaching Reading through Invented Spelling." Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, Pittsburgh, Pennsylvania, May 1976. ED 155 630. DiStefano, Philip P., and Patricia J. Hagerty. "Teaching Spelling at the Elementary Level: A Realistic Perspective."

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Many people think spelling consists of memorizing all the words in a dictionary and that spelling comes naturally to some and not to others. This is a misconception. Good spellers aren't born, they are taught! Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

If a child can spell a word, he or she can usually read the word. In fact, there is a strong relationship between spelling and word reading, because many of the same abilities - phonemic awareness, knowledge of letter patterns, an understanding of morphology and word meanings - underlie both reading and spelling. Good spellers make for better readers and writers.

Watch and learn

Dr. Louisa Moats, an expert in literacy instruction, says that spelling is a visible record of a child's language processing, and gives us a window into what a child understands about word structure, and speech sounds., and how we use letters to represent those sounds. Looking at a child's spelling is a wonderful diagnostic tool.

Putting spelling in perspective

There are about 400,000 words in a dictionary. In about 50% of the words, sound and letter associations map simply and perfectly. These words don't have to be memorized. Another 37% are easily learned through instruction of slightly more complex letter-sound correspondences. Only 13% of English language words are truly exceptional, in that they must be memorized by sight.

Spelling instruction should include:

Alphabetic principle: Knowledge of which individual letters match up to sounds, in a left to right sequence (In the word cup each sound is represented by a single letter).

Pattern information: Which groups of letters function as a pattern to represent sounds. Examples of patterns would include: CVC (Consonant/Vowel/Consonant) pattern to form short vowels (e.g. like the word cat) or CVCe/CVVC patterns to form long vowels (e.g. like the words same or meat).

Spelling variations based on word origins (e.g., 'ch' sounds like /ch/ in Anglo-Saxon words likecheck, /sh/ in French words like niche, and /k/ in Greek words like chaos).

Meaning (morphological or morphemic) information: Which groups of letters represent meaning (The prefix re- as in redo, means to do again). Instruction should include Greek combining forms and Latin roots.

Adapted from: Bear, D.R., M.A. Invernizzi, S. Templeton, F. Johnston (1996) Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction.

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Many people think spelling consists of memorizing all the words in a dictionary and that spelling comes naturally to some and not to others. This is a misconception. Good spellers aren't born, they are taught! Nearly 90 percent of English words can be spelled if a student knows basic patterns, principles and rules of spelling.

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Common Core State Standards: Small Group Word Sort

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Take a look inside the classroom of Pine View Elementary teacher Jaime Gauvin as she teaches a small group word sort lesson.Common Core Standards covered include RF.1.3a Know the spelling/sound correspondences for common consonant digraphs. and RF.1.3b Decode regularly spelled one-syllable words.