4+-+Spelling

Spelling **

Spelling is another part of word work. Teaching spelling “begins with the teacher’s fascination with words” (Hill, 2006, p.266). Teachers can demonstrate a fascination with spelling in a number of ways; including “when they notice how words are spelled when reading aloud to children” (Hill, 2006, p.266). When reading, teachers can find new words that the students don’t already know and show them how the word is said by sounding it out and going through the letters. The teacher can then get the students to compare this new word, to other words that sound the same.

“Young children often use temporary spelling until they achieve standard spelling” (Hill, 2006, p.267). When a child learns to spell, there are different ways they come about creating the word. Often children fit into neat categories but some children don’t fit this. Some experiment with prephonic spelling, while others experiment with semi-phonetic spelling, phonetic spelling, transitional spelling and independent spelling. There are several strategies that children can use to improve their spelling. These include: phonics; look, cover, write, check; word building (morphology) and mnemonics. (Hill, 2006, p.274) “Spelling is important, and children need to learn how to spell so that their writing can be read by other people.” (Hill, 2006, p.266)