By Philomena Ott
Readers will locate this functional and complete consultant to spelling helpful. daily suggestion on find out how to support people with problems is underpinned through details at the improvement of the English language and its spelling principles with reasons of universal language difficulties. Chapters cover:
- spelling processes
- teaching and studying phonics
- individual cognitive and studying styles
- assessing and tracking spelling progress
- teaching suggestions and techniques.
This is an important significant other for academics, SENCos, and dyslexia experts alike, in addition asВ anyone drawn to spelling and language difficulties.
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Extra resources for How to Manage Spelling Successfully
Sample text
ALPHABETIC KNOWLEDGE : THE KEYSTONE OF LANGUAGE 5 The choice of dictionary should match the age, development and current literacy skills of the user. 6 Alphabetic knowledge is built up over time but requires explicit teaching for many learners. The Rose Review (Rose 2006) cited Rowe’s (2005) findings on behalf on the Australian government’s report on teaching reading that ‘the incontrovertible finding from the extensive body of local and international evidence-based literacy research is that for children during the early years of schooling (and subsequently if needed), to be able to link their knowledge of spoken language to their knowledge of written language, they must first master the alphabetic code’.
The results showed that up to six children each year could not recite the alphabet, and in many instances, could not write it in sequence in lower case letters. These children had had formal teaching of the alphabet at the age of 4 in the kindergarten and each classroom had an alphabet frieze on the wall. Of those who failed to perform the alphabet task many were later assessed as being dyslexic. Waites (1980) conducted a study of writing the alphabet in normal and 198 dyslexic children and his results showed that ‘at age ten, almost 40 per cent of our dyslexic children were still making errors compared with only 15 per cent of the normal population at that age’.
Badian (1995) conducted an experiment on a group of pre-school children and followed their progress to the sixth grade (11–12 years). Her main finding was that ‘letter naming and visual symbol matching were the only pre-school measures that had consistently significant correlation with reading and spelling at all or most grade levels when verbal IQ and age were controlled’. This highlights the importance of visual as well as oral knowledge of the alphabet because ‘there is not a one-to-one correspondence between sign and sound’ (Man 2000).