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Spelling has always been an educational issue, with fierce proponents of the view that a student is not educated unless they are able to spell correctly and equally staunch supporters of the "spelling doesn't matter, it is the content that counts" school. Many of the students with whom the writers have worked are those who "failed" at spelling in school. Few of them were taught spelling and most never "caught" the skill. The aim of the book is to encourage teachers to "teach" spelling, through using students' own written words as the basis of an individualized spelling programme. Teachers can, together with students, analyse problem words, develop an individual scheme for each student and discover effective strategies for remembering spellings. Suggestions are offered as to how such an individualized approach can be integrated into the classroom. Included in this book are activities and photocopiable resource sheets which may be used to stimulate discussion about spelling, learning and language issues. However,teachers are encouraged to extend these ideas and develop their own which may be more relevant to their particular class or group. It was found that by acquiring a better understanding of words, word constructions and their own learning strategies, students become more interested in and enthusiastic about spelling in general.
| ISBN | 0340512342 | | Pages | 80 | | ISBN13 | 9780340512340
(What's this?) | | Weight (grammes) | 310 | | Publisher | Hodder Education | | Published in | London | | Imprint | Hodder Education | | Height (mm) | 298 | | Format | Paperback | | Width (mm) | 210 | | Publication date | 19 Jul 1990 | | Spine width (mm) | 4 | | Library of Congress | PE1146 | | Academic level | Primary education, Secondary education | | DEWEY | 428.1 | | National curriculum | English | | DEWEY edition | DC20 | |
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Part 1 Introducing spelling: why teach spelling; talking about spelling; learning styles and preferences; error analysis by students. Part 2 The spelling programme: introducing the programme; selecting words to be learned; stategies for remembering spellings; practising spellings - the look, cover, write, check method; testing and reviewing; specific strategies for specific difficulties; using individualized spelling programmes with a class; follow-up - why isn't your student learning?; spelling and handwriting; combining spelling and writing; resource sheets.
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