Improving spelling through a better understanding of word structure

This digest found in

English

What are the implications?

In completing this digest, the authors began to ask the following questions about implications for teachers:

The researchers found that teachers in the study emphasised sound-letter connections when they were teaching spelling, and yet found that explicitly teaching word structure could also be of benefit to their pupils. What are the dangers of focussing too much on one approach or the other? Where should the balance lie?
Some of the teachers in the study introduced spelling journals to help their pupils explore groups of words which had common morphemes. What sorts of tasks would help children discover word patterns, and complete spelling journals in a way that would be useful to their learning?

In addition school leaders may wish to consider the following points:

The researchers found that the training helped teachers understand concepts of word structure better, and they became more confident. This helped improve the teaching and learning of literacy. What positive steps can be taken in your school to help teachers improve their content knowledge (particularly in areas where they do not have a specialism)?
The teachers in the study used computer-generated materials as a fun way to get children interested in the way words are structured. How does your school keep up to date with literacy-based programmes that are available free of charge on the net (such as from the BBC website), and how can this information be effectively passed on to teachers and pupils?

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > English > Improving spelling through a better understanding of word structure > What are the implications?
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 Collate for later What are the implications? In completing this digest, the authors began to ask the following questions about implications for teachers: The researchers found that teachers in the study emphasised sound-letter connections when they were teaching spelling, and yet found that explicitly teaching word structure could also be of benefit to their pupils. What are the dangers of focussing too much on one approach or the other? Where should the balance lie? Some of the teachers in the study introduced spelling journals to help their pupils explore groups of words which had common morphemes. What sorts of tasks would help children discover word patterns, and complete spelling journals in a way that would be useful to their learning? In addition school leaders may wish to consider the following points: The researchers found that the training helped teachers understand concepts of word structure better, and they became more confident. This helped improve the teaching and learning of literacy. What positive steps can be taken in your school to help teachers improve their content knowledge (particularly in areas where they do not have a specialism)? The teachers in the study used computer-generated materials as a fun way to get children interested in the way words are structured. How does your school keep up to date with literacy-based programmes that are available free of charge on the net (such as from the BBC website), and how can this information be effectively passed on to teachers and pupils?