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Differentiating Literacy Instruction for Culturally, Linguistically and Ability Diverse Students

Case Study

References

Written Language: Spelling

A systematic and developmental approach to teaching spelling can result in increased student outcomes.

• Stages of typical development (Gentry, 1982) need to be considered when conducting assessments and designing instructional methodologies.
  • Precommunicative Spelling (ages 3-5)
  • Semiphonetic Spelling (ages 5-6)
  • Phonetic Spelling (ages 6-7)
  • Transitional or Conventional Spelling (ages 7-8)
  • Correct Spelling (usually by age 8 or 9)
• Children often make consistent spelling errors, thus it is important to develop an understanding of the common types of errors and tailor a program to meet their individual needs

  Teaching Strategies for Spelling Instruction:

  • For young children, focus on true generalizations (e.g., k sound after a single vowel is spelled with a ck) and consistent spelling patterns (e.g., pad, lad, bad).
  • When children become proficient phonetic spellers, begin to emphasize spelling rules (e.g., silent final e words (bake) are written without the e when adding an ending beginning with a vowel (baking).
  • Provide opportunity for rote practice of words that do not conform to any spelling rules.
  • Weekly spelling lists should be short (6-12 words), contain words that are used and misspelled by the child, and share a common phonemic structure or spelling rule.
  • Give students a variety of opportunities and methods to practice spelling.

 

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