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Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

Reading horizons, 2015, Vol.54 (2), p.1 [Peer Reviewed Journal]

Copyright Western Michigan University 2015 ;ISSN: 0034-0502 ;EISSN: 2642-8857

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Title:
Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns
Author: Doyle, Antoinette ; Zhang, Jing ; Mattatall, Chris
Subjects: Canada ; Curriculum Design ; Difficulty Level ; Explicit knowledge ; Foreign Countries ; Holistic Approach ; Learning ; Likert Scales ; Mixed Methods Research ; Outcomes of Education ; Questionnaires ; Spelling ; Spelling Instruction ; Students ; Teacher Attitudes ; Teacher Education ; Teacher Surveys ; Teaching Methods ; Writing
Is Part Of: Reading horizons, 2015, Vol.54 (2), p.1
Description: This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose, reflected an attempt to incorporate both holistic and traditional approaches to instruction. Teachers reported that substantial numbers of children experience difficulty with spelling. They suggested that greater emphasis be placed on defining spelling outcomes in the curriculum, as well as on teacher education and resources for teaching spelling to diverse learners.
Publisher: Kalamazoo: Western Michigan University, College of Education
Language: English
Identifier: ISSN: 0034-0502
EISSN: 2642-8857
Source: Education Resources Information Center (ERIC)
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Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

Copyright Western Michigan University 2015 ;ISSN: 0034-0502 ;EISSN: 2642-8857

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