Seven Tips for Early Literacy Learning:
So, how then should spelling be taught? Instead, they should focus on teaching the ways in which English spelling is regular and predictable, as well as helping students memorize the most common irregular words.
Even with young children, such instruction need not focus just on rules: Spelling can be approached as an exploration of language and then applied in various writing exercises.
The less easily a child intuits the structure of words, the more vital is direct, systematic, longterm instruction in how our writing system works. But all children, even those who are predisposed to be good spellers, have much to learn about the history, structure, and representation of their own language that will pay off in many other verbal domains.
Research that directly compares or validates specific instructional methods is minima.
But we do have some solid footing to draw on; research has identified the linguistic proficiencies that are essential to spelling and the developmental phases that children typically progress through as they learn to spell. As Marcia Henry suggested, every layer of language organization merits attention in the elementary and middle school curriculum.
A coherent progression for reading and spelling begins with phoneme awareness training and concludes with the study of Greek combining forms i. Phoneme awareness training is an obvious place to start, but what may not be so obvious is the importance of introducing young children to higher level content, such as some vowel teams, syllable types, and inflections i.
For example, first-graders should be introduced to the vowel-consonant e syllable type since it appears in so many words they are learning to read and write, but those children may not master this syllable type until second or even third grade.
The following list provides the main content that I believe should be emphasized in each grade, but it does not list the years in which content should be introduced or the years in which some content may need to be reviewed.
As a general rule, many spelling concepts are introduced early and then are studied in greater depth in later grades. Phoneme awareness, letter names, and letter sounds Grade 1: Anglo-Saxon regular consonant and vowel phoneme-grapheme correspondences Grades Irregular Anglo-Saxon words Grade 2: Multisyllable words, including Anglo-Saxon syllabication, compounds, schwa, and most common prefixes and suffixes Grade 4: Latin-based prefixes, suffixes, and roots in Grades More complex Latin-based forms Grades Greek combining forms A complete discussion of what needs to be covered in each grade would be much too long for this article, but brief explanations of these topics and some teaching suggestions are presented in the section below.
As a general guide for covering the proposed content, about minutes daily or 30 minutes three times per week should be allocated to spelling instruction. Application in writing should be varied but continual.
While invented spelling helps young children learn more about phoneme-grapheme correspondences and frees them to focus on the ideas they want to write down, students should be expected to correct errors on words they have already studied, whether they do this through reference to a list, word wall, dictionary, or proofreading partner.
Even if spell checkers were improved dramatically, such that they caught virtually all spelling errors and supplied the right word as the first choice, the type of indepth word study described here would still be extremely valuable to students.
The benefits go well beyond good spelling: Back to top Spelling Instruction: Key Content and Strategies for Kindergarten through Seventh Grade This brief overview of spelling instruction identifies key content to be emphasized in each grade.
It is not, however, exhaustive as to the content that should be introduced or reviewed in each grade.
Phoneme awareness, letter sounds, and letter names.
Phoneme awareness training helps children in the early stages of learning to spell and helps remediate the problems of poor spellers at any age. A typical activity for developing this skill is direct teaching of all consonant and vowel sounds, which is different from teaching the letters.
Other activities include identifying speech sounds What sound do you and unicorn start with? In a "sound workout," children may strengthen their phonemic awareness by placing a chip into a box for each speech sound in a word, saying each sound as the chip is moved, or stretching out a finger for each sound that is articulated.
As they are learning the letter sounds, children also need to learn the letter names. In kindergarten, fluency with letter names and forms facilitates spelling and is an indicator that children are likely to develop oral reading fluency.The study, published this month in the journal Child Development, provides new evidence that children start to learn about some aspects of reading and writing at a very early age.
Although reading disabilities are often identified sooner than writing disabilities, writing disabilities are more persistent. This article focuses on early intervention to prevent writing problems and long-term remediation to treat writing disabilities.
The recommendations in this guide cover teaching the writing process, teaching fundamental writing skills, encouraging students to develop essential writing . Put these words together so it sounds smooth. Comprehension • Tell me about what you just read.
See Early Guided Reading Prompts and Teaching Points Chart on page Retell or Comprehension Conversation (1–2 After Reading planning support & sample lesson • Grades K–2. Excerpted from Next Step Guided Reading Assessment Teacher.
It is important in teaching early childhood students to be conscious of auditory and discrimination skills. Music and songs help increase these listening skills in a fun, relaxed manner.
Listening skills are key in singing, language and expressive movement, and later reading and writing (Wolf, ). early literacy development, and beginning reading acquisition. Unit three provides approaches to the teaching of reading based on interactive process, and reflecting cognitive principles.