Assessing and Teaching Assessing and Teaching SpellingSpelling

Lara McDowellJanna MartinsonTanya KmiechCarrie ShullMolly Johnson

PreCommunicative PreCommunicative SpellingSpellingTypical of preschoolers, ages 3 to 5The child uses scribbles, letters, and

letterlike forms and shows a preference for uppercase letters.

There is no understanding of phoneme-grapheme correspondence.

The child’s writing shows a lack of understanding of conventions of print such as spaces between words and left to right progression of writing.

Semiphonetic SpellingSemiphonetic SpellingAges 5 and 6The child has some awareness that

letters are used to represent sounds and may use abbreviated one-, two-, or three-letter spellings to represent an entire word ( e.g. DA for day, LF for laugh)

Demonstrates awareness to left-to-right progression but tends to run letters together with little or no sense of separate words ( e.g. RUDF for Are you deaf?)

Phonetic SpellingPhonetic SpellingTypically, 6 years oldThe child represent all essential

sound features in spelling a word and chooses letters on the basis of sound (e.g. PEKT for peeked, KOM for come)

The child is aware of not only sounds but also of mouth positions used to make sounds (e.g. y may be used to spell /w/ because the mouth position to say the letter name y is the same as to say /w/.

Transitional SpellingTransitional SpellingTypically 7 to 8 years oldThe child begins to use conventional

alternatives for representing sounds and includes a vowel in every syllable (e.g. AFTERNEWN for afternoon, TRUBAL for trouble).

Child becomes more aware of patterns in words

Many words are spelled correctly but words with irregular spellings continue to be misspelled.

The child’s spelling may become a mixture of phonetic components and salient visual features in words

Correct SpellingCorrect SpellingTypically reach this stage by age

8 or 9The child spells many words

correctly and applies the basic rules of the English orthographic system.

The Child recognizes when words “look” incorrect and can consider alternative spellings.

ENGLISH LANGUAGEENGLISH LANGUAGE26 letters in the alphabet44 phonemesMore than 500 spellings to

represent the 44 phonemes!

Assessment of Spelling Assessment of Spelling SkillsSkills

Formal Spelling Formal Spelling AssessmentAssessmentAchievement Tests

◦Standardized Spelling Tests◦Norm referenced◦Recall and Recognition◦Achievement tests with Spelling

Subtests Iowa Tests of Basic Skills Kaufman Test of Educational Achievement Peabody Individual Achievement Test Wide Range Achievement Test

Diagnostic Tests◦Standardized Spelling Tests◦Norm referenced◦Provide Detailed Information

Criterion Referenced Tests◦Fixed Criteria◦Determines Mastery◦Measures Progress◦Used for Instructional Planning

Informal Spelling Informal Spelling AssessmentAssessmentDiagnostic information

◦Written Work

◦Oral Responses

◦Attitude

Types of Informal Types of Informal AssessmentsAssessmentsDictated Spelling TestsInformal Spelling InventoryCurriculum-Based MeasurementSpelling Error AnalysisCloze ProcedureProbesModality Testing

Teaching Spelling Teaching Spelling SkillsSkills

An effective spelling program teaches spelling through the use

of phonemic, whole-word, and morphemic instruction that use both direct instruction and other

research-based supplemental materials.

Spelling CompetenciesSpelling CompetenciesAuditory discrimination: Ability to

discriminate consonant sounds and vowel sounds and use correct word pronunciation

Consonants: Knowledge of consonants in initial, final, and medial positions in words and ability to identify consonant blends i.e. /bl/ in blend and /cl/ in close

Phonograms: Ability to identify phonograms in initial, medial, final positions in words and ability to identify word phonograms◦ A phonogram is any written symbol that stands

for a sound, syllable, morpheme, or word. (more commonly referred to as the rime part of the word that comes after the onset, from the vowel to the end of the word i.e. “dog”- d is the onset and og is the rime/phonogram

Plurals: Ability to form a plural by adding s, es, changing f to v, making medial change, and knowledge of exceptions

Syllabication: Ability to divide words into syllables gorilla- go/rill/a

Structural elements: Knowledge of root words, prefixes, and suffixes

Ending changes: Ability to change ending of words that end in final e, final y, and final consonants

Vowel diagraphs and diphthongs: Ability to spell words in which a vowel diagraph forms one sound (ai, ea, ei, ie) or a diphthong forms a blend (oe, ou, ow)◦*A dipthong is a combination of the short

vowel sound put together. (known as the “gliding vowel” because of it’s smooth movement when being spoken)

Silent e: Knowledge of single-syllable words that end in silent e i.e in the word game- the silent e creates a long /a/ sound.

Approaches for

Word List Selection

When creating spelling lists When creating spelling lists you should…you should…Allow students to choose words

from their writing.Teach words that students

commonly misspell when writing.Teach words that students are most

likely to use in their writing.Identify words that fit different but

related patterns (ee and ea for the long e sound, words that end in tion, etc.)

Here are a few great online Here are a few great online resources for teachers!resources for teachers!

Spelling City

edHelper

Rule-Based InstructionRule-Based Instruction Based on teaching rules and generalizations

using linguistic or phonics approach Linguistic approach stresses idea of the

regularity in phoneme-grapheme correspondence and words are selected according to their linguistic patterns i.e. cool, fool, pool; hitting, running, batting

Phonics approach stresses this same relationship, but within parts of words. This allows the student to determine how sounds should be spelled

These generalizations apply to more than 75% of words. However, students should still be taught that there are exceptions to some rules that do not follow such generalizations

Despite the frequency of phonetic teaching approaches, only about 50% of words follow regular phonetic rules.

Multisensory Multisensory ApproachApproachSpelling involves using skills in visual,

auditory, and motor sensory modalities. Ferdinand’s Approach (VAKT)1.Teacher writes/says word while student

watches/listens2.Student traces with finger while reciting

word3.Word is written from memory. If correct, it

is place in file box. If incorrect, the second step is repeated.

4.Tracing method is not always needed at later stages. The student eventually learns the words by looking at it in print while writing it, and finally by just looking at it.

Multisensory Approach Multisensory Approach Cntd.Cntd.Gillingham MethodDay 1- Students get word list and study on

their ownDay 2- Teacher gives verbal feedback after

taking spelling test, and students simultaneously say aloud and write the correct spelling of any incorrect spelled word 5 times

Day 3- Procedure is repeated, except misspelled words are written correctly 10 times

Day 4- Repeated 15 timesDay 5- To assess accuracy, students write

words from list verbally presented by teacher

Test-Study-Test TechniqueTest-Study-Test TechniquePretest at beginning of each unit

of study.Words misspelled on pretest

become study list.After instruction, posttest

determines mastery.Misspelled words on posttest are

added to the next unit.

Fixed and Flow Word ListsFixed and Flow Word ListsFixed Word Lists

◦Frequently Used◦New list every week◦Tested on Fridays◦Seldom Results in Mastery

Flow Word Lists◦Words are dropped from list only

after mastery.◦New word replaces mastered word.

Lists for Learners with LDLists for Learners with LDInitially should be limited to high

frequency words.Misspelled words from their

writing.5-10 words per list2-3 words introduced daily and

practiced until list is mastered.

Modifications and Other Modifications and Other ConsiderationsConsiderationsFor Students with Learning Difficulties

Study StrategiesStudy Strategies This strategy has been found to

increase immediate recall of words in students with learning problems:

1. Say the word2. Write and say the word3. Check the word by comparing it

to a model4. Trace and say the word5. Write the word from memory and

check.6. Repeat 1-5.

Self-correctionSelf-correctionHear the word on audiotapeWrite each wordCompare each word with a model

on an answer keyCorrect misspellings with

proofreading marksWrite the word correctlyRepeat the task.

Visual MnemonicsVisual MnemonicsCan be used on spelling lists or flash

cardsMethod:

◦Student closes eyes◦Visualizes the word◦Attempts to see the mnemonic in the

word◦Writes the word from memory

*general recall can also be used, such as

“the principal is your pal” or “dessert is something sweet”.

Self-QuestioningSelf-Questioning1. Do I know this word?2. How many syllables do I hear in this

word? (write down # of syllables)3. I will write the word I think it should be

spelled.4. Do I have the right number of syllables.5. Is there any part of the word that I am not

sure how to spell? (Underline and try spelling it again)

6. Does the word look right to me? (No? Underline and try again. Listen to find any missing syllables)

7. When I finish spelling, I will tell myself that I have worked hard.

Peer TutoringPeer TutoringS - spot the wordP- picture the wordE- eyes closedL- look to see if the visual picture is

correctL- look away and write the wordE- examine the spelling word by

checking itR- repeat the procedure if the word is

spelled incorrectly or reward if spelled correctly

Imitation MethodsImitation MethodsTeacher provides both oral and

written model of spelling word.Student imitates model by spelling

word out loud, and by writing it.Student is given immediate praise or

feedback for a correct response, and incorrect responses are retrained.

Repeat the method until student can spell and write the word without any assistance.

Administer spelling probe to check mastery and retention.

Types of Correctional Types of Correctional ProceduresProceduresVisual imageWord MeaningAdd words misspelled in

compositions to spelling lists.◦Increases motivation

Teaching and Reinforcing Teaching and Reinforcing Spelling in a Language Arts Spelling in a Language Arts CurriculumCurriculumA program that teaches both

learning to spell and read can be very effective

-reading gives the student the meaning of words, and correct usage- Oral reading helps the student to learn

correct entire word sounds- Spelling lists can consist of words from

reading vocabulary- Can encourage use of spelling words in

writing

Dictionary UsageDictionary UsageTraining in using the dictionary is

an important part of a spelling program◦Encourage independence in finding

spellings◦Provide information such as

syllabication, meaning, pronunciation, synonyms and homonyms

◦Picture dictionaries for younger grades

Dictionary UsageDictionary UsageTechnique

◦Predict possible spellings-determine root words and affixes-determine related words-determine sounds in the word

-- Check predicted spelling by using dictionary

Considerations for Secondary Considerations for Secondary SchoolSchoolSocial and practical significanceOwn interests and areas of studyVocational wordsTeach with other activitiesStrategies to compensate for

poor spelling can be taught