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The dangers of 'have a go' spelling

 
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debbie



Joined: 08 Oct 2007
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Location: UK

PostPosted: Mon Oct 27, 2014 10:05 am    Post subject: The dangers of 'have a go' spelling Reply with quote

Alison Clarke writes about the dangers of 'Have a go' spelling via her excellent 'Spelfabet' blog. Susan Godsland flagged up Alison's posting via Twitter.

This issue is very, very close to my heart and I suggest teachers right from Reception (the point when there is more emphasis on teaching writing in an explicit way) should develop a very supportive and proactive technique to fully engage children with the notion of the English spelling system being particularly tricky and therefore adults ..."will need to teach them and help them with spelling for a very long time".


http://www.spelfabet.com.au/2014/05/have-a-go-spelling/#more-11969


If you cheerfully ignore all children's attempts at spelling without setting up a regime of helping them, "Let me help you with that word...", then teachers become reticent and fearful of pointing out wrong spellings and they miss out on an ethos of attributing the spelling errors to the history of the English language and the very complex English alphabetic code (the most complex alphabetic code in the world - tell the learners that!).

In effect, you set up a regime of 'invented spelling' which is hard to transcend.

Teachers do not have to pick up on every word spelt incorrectly, but they should not waste a second of their time supervising children writing generally without utilising the time to constantly support with spelling.

Of course, the most helpful resources for this are the Alphabetic Code Charts as visual aids ('giant' and 'mini'), plain font 'tricky common words and words arising', and then building up spelling word banks via displays and in learners' phonics/spelling books or folders.

www.alphabeticcodecharts.com

Note: Professor Diane McGuinness draws attention to the researched fact that even adults will damage their spelling ability if they look at mis-spellings prior to a spelling test that they re-take - thus there are 'before' and 'after' scores.
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Debbie Hepplewhite


Last edited by debbie on Mon Oct 27, 2014 10:20 am; edited 4 times in total
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debbie



Joined: 08 Oct 2007
Posts: 2486
Location: UK

PostPosted: Mon Oct 27, 2014 10:06 am    Post subject: Reply with quote

Here are some relevant information papers and spelling resources - all available via the Free Resources of Phonics International:

http://www.phonicsinternational.com/Let_me_help_you_to_spell_that.pdf

http://www.phonicsinternational.com/Debbie_RRF_Two_pronged_handout.pdf

http://www.phonicsinternational.com/Triangle_sub_core_skills.pdf

http://www.phonicsinternational.com/FR_PI_Posters_for_phonics_routines.pdf

http://www.phonicsinternational.com/Free_resources_posters.pdf

http://www.phonicsinternational.com/Combined_can_you_spell.pdf

http://www.phonicsinternational.com/unusual_words_posters.pdf
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Debbie Hepplewhite
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debbie



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PostPosted: Mon Oct 27, 2014 10:35 am    Post subject: Reply with quote

Check out Susan Godsland's truly excellent, information-packed page here on spelling 'do's and don'ts':


http://www.dyslexics.org.uk/spelling.htm
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Debbie Hepplewhite
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debbie



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PostPosted: Tue Nov 04, 2014 12:13 am    Post subject: Reply with quote

Susan Godsland reminded me of this post that I have provided on the 'guidance' forum re issues to do with spelling:

Illegal spellings and nonsense words


http://phonicsinternational.com/forum/viewtopic.php?t=196
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Debbie Hepplewhite
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debbie



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PostPosted: Tue Nov 04, 2014 2:12 pm    Post subject: Reply with quote

Susan Godsland's page on the consequences of insufficient or ineffective phonics teaching or mixed methods:

Teenager and adult dyslexics


http://www.dyslexics.org.uk/teenage_dyslexics.htm

Although this page focuses on the decoding/reading, poor spelling is equally a product of insufficient phonics teaching.
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