Explicitly teaching spelling strategies: Does it lead to compliance or curiosity?

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