Explicitly teaching spelling strategies

Does it lead to compliance or curiosity?

Tessa DAFFERN, Noella Mackenzie

Research output: Contribution to conference (non-published works)Abstract

Abstract

A shift in emphasis from rote learning of isolated words and Friday spelling tests, to intentional discussion and inquiry into the thinking processes and linguistic components associated with spelling is unequivocally powerful. This paper presents one case study from a mixed methods research project conducted through Charles Sturt University. It illustrates the importance of explicitly teaching strategies beyond ‘sounding out’ and ‘memorising’, as well as teaching the metalanguage associated with spelling. The study demonstrates how teachers can foster students’ curiosity about words and consequently improve their spelling. Using examples from the study, participants will be able to draw their own conclusions about how they can improve their students’ spelling. Pedagogical issues are addressed with practical suggestions provided. By the end of the session, participants will be able to reflect on and share their own responses to the question posed in the title
Original languageEnglish
Pages1-1
Number of pages1
Publication statusPublished - 2015
EventALEA/AATE National Conference : Capitalising on Curiosity, 'ninggi warrgu' - Look and ask why, Nurturing Inquiring Minds - Canberra, Canberra, Australia
Duration: 3 Jul 20156 Jul 2015
https://www.aate.org.au/conference/2015-canberra

Conference

ConferenceALEA/AATE National Conference
CountryAustralia
CityCanberra
Period3/07/156/07/15
Internet address

Fingerprint

teaching strategy
metalanguage
research project
student
linguistics
Teaching
teacher
learning

Cite this

DAFFERN, T., & Mackenzie, N. (2015). Explicitly teaching spelling strategies: Does it lead to compliance or curiosity?. 1-1. Abstract from ALEA/AATE National Conference , Canberra, Australia.
DAFFERN, Tessa ; Mackenzie, Noella. / Explicitly teaching spelling strategies : Does it lead to compliance or curiosity?. Abstract from ALEA/AATE National Conference , Canberra, Australia.1 p.
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note = "ALEA/AATE National Conference : Capitalising on Curiosity, 'ninggi warrgu' - Look and ask why, Nurturing Inquiring Minds ; Conference date: 03-07-2015 Through 06-07-2015",
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DAFFERN, T & Mackenzie, N 2015, 'Explicitly teaching spelling strategies: Does it lead to compliance or curiosity?' ALEA/AATE National Conference , Canberra, Australia, 3/07/15 - 6/07/15, pp. 1-1.

Explicitly teaching spelling strategies : Does it lead to compliance or curiosity? / DAFFERN, Tessa; Mackenzie, Noella.

2015. 1-1 Abstract from ALEA/AATE National Conference , Canberra, Australia.

Research output: Contribution to conference (non-published works)Abstract

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PY - 2015

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AB - A shift in emphasis from rote learning of isolated words and Friday spelling tests, to intentional discussion and inquiry into the thinking processes and linguistic components associated with spelling is unequivocally powerful. This paper presents one case study from a mixed methods research project conducted through Charles Sturt University. It illustrates the importance of explicitly teaching strategies beyond ‘sounding out’ and ‘memorising’, as well as teaching the metalanguage associated with spelling. The study demonstrates how teachers can foster students’ curiosity about words and consequently improve their spelling. Using examples from the study, participants will be able to draw their own conclusions about how they can improve their students’ spelling. Pedagogical issues are addressed with practical suggestions provided. By the end of the session, participants will be able to reflect on and share their own responses to the question posed in the title

M3 - Abstract

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DAFFERN T, Mackenzie N. Explicitly teaching spelling strategies: Does it lead to compliance or curiosity?. 2015. Abstract from ALEA/AATE National Conference , Canberra, Australia.