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Unlike oral communication, reading is not an automatic or naturally acquired skill, and children do not learn to read in the same manner as they learn to speak. Reading requires that children be able to process letter sounds visually. There is a definite connection between reading and spelling, but the skills needed for spelling are more complex than the skills needed for reading or oral communication. Spelling goes a step further and requires that children be able to process phonetic sounds and apply them to letter symbols in order to form visual-phonological connections that can be reconstructed in oral and/or written form. This book presents and discusses topical data on spelling skills.
"Step-by-step instruction and self-evaluation plus engaging activities and fun, colorful illustrations get students excited about handwriting."--
Provide students with frequent, focused skills practice with this Reproducible Teacher's Edition. The reproducible format and additional teacher resources provide everything needed to help students master and retain basic skills. In Building Spelling Skills Daily Practice, Grade 6+, students will learn 18 spelling words per week (540 total). Three sentences for dictation are provided for each list.
In this book the authors take a closer look at spelling, the teaching and learning of which is considerably more complex than is often assumed. In order to spell well, children need to learn how to strategically use knowledge about phonology, orthography, morphology and etymology. It is also a visual activity that involves the laying down and retrieval of visual representations of words and word parts in memory. Children also need to learn how to use the metalanguage associated with spelling - words like phoneme, syllable, affixes and morpheme - as this will help them talk and think about spelling strategies. Thus, spelling is a language activity and also a thinking activity. Ideally, it should also be a meaningful activity that is engaged in with a positive attitude. The authors draw on the theoretical and research literature, as well as classroom examples, to explain how to teach primary school aged children to use multiple strategies to spell. They also consider the assessment of spelling, as well as how to assist those who have difficulties in learning to spell.The work makes links to the Australian Curriculum: EnglishThis book would help primary and preservice teachers by providing them with understandings, based on research and theory, which would help them choose and use appropriate pedagogical strategies (also provided in the book) to teach spelling to children with diverse needs, including children from EAL/D backgrounds and those with difficulties and disabilities that impact on spelling.