Perils of learning to spell

Insights from eight Australian children and their teachers

Tessa DAFFERN, Noella Mackenzie

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

Abstract

Writing is more important than ever in the 21st century and spelling is a key skill for efficient writing. However, little is understood about the particular challenges some children experience when learning to spell, although explicit instruction is known to improve performance in spelling. Moreover, while research from Australia has shown that teachers' metalinguistic knowledge is not strong, the impact of this on student learning in spelling is even less understood. The case study reported in this presentation forms part of a larger Australian mixed-methods study examining spelling acquisition, as represented by a stratified random sample of Australian students aged 8 to 12 years (n=1,198). The present case study draws on semi-structured interview data from a randomly selected sub-sample of those students who performed within the bottom third, as measured by the Components of Spelling Test (CoST). Qualitative content analysis exposed challenges in learning to spell, as experienced by eight of those under-performing students. Semi-structured interviews with the participating students identified that they lacked confidence in spelling, and were limited in strategies for spelling unknown words. The findings highlight the need for increased understandings of ways to support students who find learning to spell challenging. The discussion will consider the issues for children struggling to learn to spell with teachers who struggle with how to explicitly teach children, when their own understandings of spelling and the metalanguage and pedagogy associated, are limited.
Original languageEnglish
Pages1-1
Number of pages1
Publication statusPublished - 2017
EventAustralian Association for Research in Education Conference AARE 2017 - Canberra, Canberra, Australia
Duration: 26 Nov 201730 Nov 2017

Conference

ConferenceAustralian Association for Research in Education Conference AARE 2017
CountryAustralia
CityCanberra
Period26/11/1730/11/17

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teacher
learning
student
metalanguage
interview
random sample
content analysis
confidence
instruction
performance
experience

Cite this

DAFFERN, T., & Mackenzie, N. (2017). Perils of learning to spell: Insights from eight Australian children and their teachers. 1-1. Abstract from Australian Association for Research in Education Conference AARE 2017, Canberra, Australia.
DAFFERN, Tessa ; Mackenzie, Noella. / Perils of learning to spell : Insights from eight Australian children and their teachers. Abstract from Australian Association for Research in Education Conference AARE 2017, Canberra, Australia.1 p.
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DAFFERN, T & Mackenzie, N 2017, 'Perils of learning to spell: Insights from eight Australian children and their teachers' Australian Association for Research in Education Conference AARE 2017, Canberra, Australia, 26/11/17 - 30/11/17, pp. 1-1.

Perils of learning to spell : Insights from eight Australian children and their teachers. / DAFFERN, Tessa; Mackenzie, Noella.

2017. 1-1 Abstract from Australian Association for Research in Education Conference AARE 2017, Canberra, Australia.

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

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T1 - Perils of learning to spell

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AB - Writing is more important than ever in the 21st century and spelling is a key skill for efficient writing. However, little is understood about the particular challenges some children experience when learning to spell, although explicit instruction is known to improve performance in spelling. Moreover, while research from Australia has shown that teachers' metalinguistic knowledge is not strong, the impact of this on student learning in spelling is even less understood. The case study reported in this presentation forms part of a larger Australian mixed-methods study examining spelling acquisition, as represented by a stratified random sample of Australian students aged 8 to 12 years (n=1,198). The present case study draws on semi-structured interview data from a randomly selected sub-sample of those students who performed within the bottom third, as measured by the Components of Spelling Test (CoST). Qualitative content analysis exposed challenges in learning to spell, as experienced by eight of those under-performing students. Semi-structured interviews with the participating students identified that they lacked confidence in spelling, and were limited in strategies for spelling unknown words. The findings highlight the need for increased understandings of ways to support students who find learning to spell challenging. The discussion will consider the issues for children struggling to learn to spell with teachers who struggle with how to explicitly teach children, when their own understandings of spelling and the metalanguage and pedagogy associated, are limited.

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DAFFERN T, Mackenzie N. Perils of learning to spell: Insights from eight Australian children and their teachers. 2017. Abstract from Australian Association for Research in Education Conference AARE 2017, Canberra, Australia.