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Developmental Spelling: Stages and Teaching Strategies
Tonja L. Root, Ed.D.
& Margie Tullos, Ed.S.
Department of Early Childhood & Reading Education
Valdosta State University
Valdosta, Georgia 31698
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Precommunicative Spelling:“Role Play Writing”
Characteristics of Writing• Use scribbles, letters, letter-like forms,
numbers.• Show no understanding of phoneme-
grapheme (letter-sound) relationships.• Show a preference for uppercase letters.• Write from left-to-right, right-to-left,
top-to-bottom, or randomly on the page.• Know that the print carries the message.
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Precommunicative Spelling:Teaching Strategies
• Develop interest in print: Read aloud daily, create a print-rich environment, spend time with books.
• Encourage children to write. • Use LEA and teacher/student
modeling.• Teach letter names with letter forms.
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Precommunicative Spelling:Teaching Strategies, cont.
• Introduce concepts and terms: letter, beginning/ending sounds, word, sentence.
• Begin developing understanding of letter sounds, concept of rhyming.
• Discuss and model directionality.• Discuss spelling with children &
family members.• Find an appreciative audience.
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Semiphonetic Spelling:Experimental
Characteristics of Writing• Sometimes have not developed
directionality: write from left to right, top to bottom.
• Use letters to represent sounds.• Use abbreviated 1, 2, 3 letter spellings;
omit some important letters in words.• Use letter-name strategy for spelling.
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Semiphonetic Spelling:Teaching Strategies
• Encourage attempts at writing.• Continue to develop phoneme-
grapheme correspondence.• Do LEA, asking for help with spelling.• Model writing.• Read daily.• Brainstorm words (& spelling) to
make word banks prior to writing (sometimes).
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Semiphonetic Spelling:Teaching Strategies, cont.
• Encourage children to write by representing sounds in the order they hear them.
• Display words used frequently in writing.
• Let children see what other children write.
• Discuss developmental spelling with children and family members.
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Phonetic Spelling:Characteristics of Writing
• Select letters on basis of sound alone.
• Spelling represents all essential sound features.
• Spelling is readable (more or less).
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Phonetic Spelling:Teaching Strategies
• Read daily.• Model writing and encourage
children to write.• Develop awareness of correct
spelling, emphasizing visual features of words.
• Expose children to word families, spelling patterns, word structure.
• Teach students how to study a word.
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Transitional Spelling:Characteristics of Writing
• Include a vowel in each syllable. • Apply many spelling rules; may
overgeneralize.• Spelling resembles English
spelling.• Spelling is easily read.
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Transitional Spelling:Teaching Strategies
• Provide correct model of spelling.• Have students identify misspelled
words by circling them.• Provide writing resources and teach
students to use them independently.• Provide a spelling program. • Study affixes, root words, and
homophones.
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Transitional Spelling:Teaching Strategies
• Provide word-sorting activities.• Extend use of personal word banks.• Encourage use of mnemonics.• Emphasize importance of dictionary
spelling for public sharing.• Model writing and encourage children
to write. • Let students see what others write.• Read daily.
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Correct Spelling:Characteristics of Writing
• Have internalized the alphabetic principle.
• Have learned basic spelling words.
• Spell words according to adult standards.
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Correct Spelling:Teaching Strategies
• Teach students to spell multi-syllable words that contain common word parts (-tion, -able, inter-).
• Provide spelling instruction: increase spelling awareness & correct misspelled words.
• Keep spelling notebooks or personal dictionaries.
• Develop proofreading skills.
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Correct Spelling:Teaching Strategies
• Develop responsibility for identifying & correcting own spelling.
• Encourage use of various strategies when spelling.
• Provide quality writing experiences.• Continue to model and share writing.• Read daily.
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References
• Some of the examples of student writing are from Temple, C., Nathan, R., Temple, F., & Burris, N. (1993). The beginnings of writing (3rd edition). New York: Allyn and Bacon.