What should teachers know about spelling?

Misty ADONIOU

    Research output: Contribution to journalArticle

    5 Citations (Scopus)

    Abstract

    This article describes essential teacher knowledge for teaching spelling, along with a description of how this knowledge may convert to effective classroom pedagogy. The article is the result of a study of 14 beginning teachers who were participants in a broader study of their experience of teaching literacy in the first year in the classroom after graduation. The broad aim of the study was to determine if there were changes that could be made to their teacher preparation that would better prepare them to teach literacy in their first year teaching in the classroom. Teaching spelling was quickly identified as an area of literacy in which they were struggling. They were nervous about their own spelling skills but also had a limited pedagogy for spelling. The article describes the spelling knowledge they needed to have, with reference to the challenges they faced and presents the changes that were subsequently made to the teacher preparation of future teachers at the university from which they graduated.
    Original languageEnglish
    Pages (from-to)144-154
    Number of pages11
    JournalLiteracy (Oxford)
    Volume48
    Issue number3
    DOIs
    Publication statusPublished - 2014

    Fingerprint

    teacher
    literacy
    Teaching
    classroom
    Spelling
    university
    Literacy
    experience
    Teacher Preparation
    Pedagogy
    Teacher Knowledge
    Convert
    Graduation

    Cite this

    ADONIOU, Misty. / What should teachers know about spelling?. In: Literacy (Oxford). 2014 ; Vol. 48, No. 3. pp. 144-154.
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    abstract = "This article describes essential teacher knowledge for teaching spelling, along with a description of how this knowledge may convert to effective classroom pedagogy. The article is the result of a study of 14 beginning teachers who were participants in a broader study of their experience of teaching literacy in the first year in the classroom after graduation. The broad aim of the study was to determine if there were changes that could be made to their teacher preparation that would better prepare them to teach literacy in their first year teaching in the classroom. Teaching spelling was quickly identified as an area of literacy in which they were struggling. They were nervous about their own spelling skills but also had a limited pedagogy for spelling. The article describes the spelling knowledge they needed to have, with reference to the challenges they faced and presents the changes that were subsequently made to the teacher preparation of future teachers at the university from which they graduated.",
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    What should teachers know about spelling? / ADONIOU, Misty.

    In: Literacy (Oxford), Vol. 48, No. 3, 2014, p. 144-154.

    Research output: Contribution to journalArticle

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