Contemporary Perspectives on Spelling

Emerging research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve much more than simply learning through phonics. Evidence on the effects of phonics instruction on spelling achievement indicates that while explicit phonics instruction may be effective for teaching spelling in Kindergarten and Year 1, for students in Years 2 to 6 a phonics approach is not effective for teaching spelling. Successful instruction in spelling is underpinned by quality assessment procedures and involves systematic integration of multiple linguistic processes via an inquiry approach. 
In this course, participants will:

• Challenge existing assumptions underlying spelling development
• Consider Triple Word Form Theory as a conceptual framework in the teaching and learning of spelling 
• Be able to draw on research evidence to implement a differentiated model of spelling instruction 
• Enrich current linguistic knowledge.