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For the members of the Mapleton Teacher-Research Group, spelling was that pebble in the shoe. Although these Maine elementary teachers had moved toward a holistic philosophy of teaching reading and writing, their spelling instruction lagged behind. Some teachers were still using traditional strategies that didn't seem to transfer to authentic literacy tasks, while others were using an "in context" approach that didn't seem to be explicit enough to produce proficient spellers. Rather than ignoring these tensions, the authors turned to teacher research to develop a program that is genuinely student-centered and inquiry-based. Written by classroom teachers using a unique collaborative process, the book has a two-fold emphasis on inquiry. The authors discuss how to foster inquiry-based learning about spelling in their classrooms and also provide a detailed look at the workings of their schoolwide teacher research group. The accessible and lively narrative blends the voices of a dozen members, providing a truly K-5 perspective on spelling development. Other unique features of Spelling Inquiry include:conveniently boxed tips on concrete teaching strategies that work for members of the research group;specific suggestions on how to start an inquiry group and how to integrate research into your daily practices;a detailed description of the process members used to develop a schoolwide survey on spelling for parents, as well as discussion of the ways they changed their practices based on the results;a chapter on assessment and evaluation including discussion of how the group developed and adopted a schoolwide rubric to evaluate spelling;five brief essays--including the morning message, "have a go" sheets, and spelling workshop--written by individual teacher-researchers that focus on specific strategies for teaching spelling.Whether you are interested in spelling instruction or teacher research, Spelling Inquiry will help you pose personally compelling questions and develop a workable plan for answering them.
Excerpt from Concrete Investigation of the Material of English Spelling: With Conclusions Bearing on the Problems of Teaching Spelling If there is any subject of study in the common schools whose teaching has been a disappointment to teachers themselves, that subject is spelling. In spite of new and improved methods of teaching spelling; in spite of more time spent upon spelling; and in spite of some reforms in English spelling, students throughout the eight grades continue to disappoint us in their spelling. Then, too, high school students still alarm us with their bad spelling; the letters of business men do not come up to the standards we have set; and even the college graduate is not immune to the spelling plague. The pioneers in the field of concrete spelling investigation have added further evidence. As far back as 1897 Rice demonstrated the futility of the popular spelling drill; and Cornman, five years later, showed us that the hours spent on the usual spelling books are liberally wasted. (However we may criticise the work of these investigators today, we must concede that they did establish the fact that spelling teaching was, and without question it still is, defective.) This is a formidable array of evidence against our teaching of spelling; and from every quarter comes the cry, "What is the matter with our spelling teaching?" The answer to this question may come from either or both of two sources; namely, (1) our spelling material may be badly selected, just as our materials in reading and arithmetic, and so on, once were; (2) our methods of handling spelling material may be at fault. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This book bridges the gap between knowledge accumulated from research on spelling acquisition and the practicalities of teaching spelling more effectively. Current trends are examined, alongside community views on spelling standards because this is the context in which change is beginning to occur. The book contains practical suggestions on methods and activities applicable to all students, supplemented by specific advice on assessment, and links to additional resources.
Excerpt from Spelling in the Elementary School: An Experimental and Statistical Investigation Whether perfection in spelling is so desirable or attainable as an ideal of instruction that it should continue to hold its pres ent exalted place in the popular consciousness and in the mind of the professional pedagogue, is another and important question Which will be given some attention later; but that it does hold such place is evidenced not only by such general considerations as have been just mentioned, but by matters of fact easily acces sible to any one sufficiently interested to inquire. The time actually devoted to special instruction in spelling, as given upon daily school programmes, ranges from ten minutes to an hour, the latter being more than one fifth of the available time for instruction, and the spelling lesson is almost invariably one of the staples for home study when such work is required of pupils. The great number of spelling books put forth each year by the publishers of text-books is another Significant index of the time, thought, energy, and money expended in meeting this demand of the schools. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Child and His Spelling: An Investigation of the Psychology of Spelling, Individual and Sex Differences in Spelling Abilities and Needs, the Character and Range of the Spelling Vocabulary, and the Practical Problems of Teaching Spelling If one many judge by what one reads in the newspapers and magazines, the subject in the schools of chief interest to the layman to-day is spelling. There is evidently a wide-spread est in spelling belief that graduates of the elementary schools can not spell so well now as they did in earlier times. A number of investigators have attempted to show that this belief is not founded on fact, but the newspapers are incessantly repeating the statement that we are constantly losing ground in spelling efficiency. Various explanations are offered for this unhappy condition of affairs; but the reason most frequently given is that the energy of pupils is being dissipated by the study of "fads," and that they are not in consequence being drilled sufficiently in spelling. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.