Improving spelling through a better understanding of word structure

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Authors

Hurry, Jane; Nunes, Terezinha; Bryant, Peter; Pretzlik, Ursula; Parker, Mary; Curno, Tamsin; and Lucinda Midgley

Publisher

Research Papers in Education, 20(2), June 2005, pp.187-206.
[Original title: Transforming research morphology into teacher practice]

Introduction

According to the authors of this study literacy teaching is dominated by a teaching approach focused on connections which children make between sounds and letters (phonology). Yet, they say, research evidence also shows that children need to use their knowledge of the structure of words to guide their spelling. This suggests that literacy teaching should pay more attention to the structure of words (morphology); for example, helping children to see that ‘richness’ belongs to a whole group of words ending in ‘-ness’, and this ending is always spelt with a double ‘s’; and that ‘magician’ is part of a group of words where the ending ‘-ian’ signals that this word refers to a person. The researchers arranged a series of training sessions to further teachers’ understanding of word structure and to introduce practical strategies for the classroom. They found that teaching this aspect of grammar explicitly to children in Key Stage 2 had a positive impact on their literacy development.

Keywords:
United Kingdom; Key Stage 2; Primary schools; Literacy; Grammar; Writing; Spelling; Professional development; Inservice

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the aims of the training and what impact did it have on teachers and pupils? How aware were the teachers of word structure before the training? How did the teachers change as a result of the training? Were there links between children's improved spelling and the training? What were the aims and design of the study? What training did the teachers receive to improve their knowledge of word structure? How did the teachers raise children's awareness of word structure in lessons? What are the implications? Where can I find out more? Glossary Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Improving spelling through a better understanding of word structure This digest found in English Send to a friend Word doc 90KB Printer friendly Authors Hurry, Jane; Nunes, Terezinha; Bryant, Peter; Pretzlik, Ursula; Parker, Mary; Curno, Tamsin; and Lucinda Midgley Publisher Research Papers in Education, 20(2), June 2005, pp.187-206. [Original title: Transforming research morphology into teacher practice] Introduction According to the authors of this study literacy teaching is dominated by a teaching approach focused on connections which children make between sounds and letters (phonology). Yet, they say, research evidence also shows that children need to use their knowledge of the structure of words to guide their spelling. This suggests that literacy teaching should pay more attention to the structure of words (morphology); for example, helping children to see that ‘richness’ belongs to a whole group of words ending in ‘-ness’, and this ending is always spelt with a double ‘s’; and that ‘magician’ is part of a group of words where the ending ‘-ian’ signals that this word refers to a person. The researchers arranged a series of training sessions to further teachers’ understanding of word structure and to introduce practical strategies for the classroom. They found that teaching this aspect of grammar explicitly to children in Key Stage 2 had a positive impact on their literacy development. Keywords: United Kingdom; Key Stage 2; Primary schools; Literacy; Grammar; Writing; Spelling; Professional development; Inservice