Teaching spelling in the primary grades: A national survey of instructional practices and adaptations
Graham, Steve Morphy, Paul Harris, Karen Fink-Chorzempa, Barbara
Graham, Steve
Morphy, Paul
Harris, Karen
Fink-Chorzempa, Barbara
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Abstract
Primary grade teachers randomly selected from across the United Sates completed a survey (N = 168) that examined their instructional practices in spelling and the types of adaptations they made for struggling spellers. Almost every single teacher surveyed reported teaching spelling, and the vast majority of respondents implemented a complex and multifaceted instructional program that applied a variety of research-supported procedures. Although some teachers were sensitive to the instructional needs of weaker spellers and reported making many different adaptations for these students, a sizable minority of teachers (42%) indicated they made few or no adaptations. In addition, the teachers indicated that 27% of their students experienced difficulty with spelling, calling into question the effectiveness of their instruction with these children.
Keywords
Date
2008
Type
Journal article
Journal
American Educational Research Journal
Book
Volume
Issue
Page Range
796-825
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts