Teaching Spelling in Middle School Part 1

This morning, I took a little time to research some ideas on teaching spelling; here are some basics that I came across several times in my research:

Spelling has evolved dramatically over the last few decades, from considering spelling simply as a tool for writing to recognizing that spelling offers perhaps the best window on what an individual knows about words.

It is now seen primarily as a process of conceptual learning, rather than one of rote memorization.

As time has progressed, we are seeing a definite evolution in the way spelling is conceptualized.

Instructional implications have emerged that build upon the twin foundations of developmental appropriateness and the logic of the English spelling system.

Learning to spell is a developmental process, and for most students it requires direct facilitation and guidance.

Significant amounts of reading and writing are critical in the spelling process.

For children in the early years of schooling, invented spelling should be encouraged.

For most students, an inductive or exploratory approach is appropriate; for severely struggling spellers who are working at an appropriate developmental level, a more deductive, systematic, and direct approach often is preferred.

There should be an emphasis on the interrelatedness of spelling and phonics, morphology, and vocabulary as students move farther along in development.

Spelling instruction should accommodate individual differences.

Melissa