What happens when a teacher uses metalanguage to teach spelling?

Tessa DAFFERN

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    While learning to spell in the English language is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on a Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how a teacher can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.
    Original languageEnglish
    Pages (from-to)423-434
    Number of pages11
    JournalThe Reading Teacher: a journal of the International Reading Association
    Volume70
    Issue number4
    DOIs
    Publication statusPublished - 2017

    Fingerprint

    metalanguage
    Students
    teacher
    Linguistics
    Reading
    Language
    Learning
    transparency
    English language
    student
    autonomy
    confidence
    writer
    instruction
    linguistics
    classroom
    Teaching
    Metalanguage
    Spelling
    learning

    Cite this

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    title = "What happens when a teacher uses metalanguage to teach spelling?",
    abstract = "While learning to spell in the English language is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on a Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how a teacher can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.",
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    What happens when a teacher uses metalanguage to teach spelling? / DAFFERN, Tessa.

    In: The Reading Teacher: a journal of the International Reading Association, Vol. 70, No. 4, 2017, p. 423-434 .

    Research output: Contribution to journalArticle

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    AB - While learning to spell in the English language is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on a Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how a teacher can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.

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