AHA: Looking for spelling patterns in words is much more effective in helping students become better spellers (and thus, better at word recognition in their reading) than giving students word lists to memorize.
AHA2: Presuming everyone should have the same word lists is wrong; students are at different levels (there are only five levels, by the way).
Summary: Kids who struggle with word recognition often struggle with spelling. This is directly related to reading skill.
Stages of spelling:
1. emergent (preschool, kinder., first) - first attempts at writing; no attention to letter-sound relationship
2. letter name (grades 1 & 2) - uses the names of letters to spell words ("drive" - "dr" looks and sounds like "j" when your mouth says it, student might spell it "jriv"
3. within-word pattern (grades 2-4) - short vowel sounds correct; trying to spell long vowel patterns "team" starts out "teme" or "teem" and ends at "team"
4. syllable juncture (grades 3-8) - most sing-syllable vowel patterns are correct; learning how to spell multisyllabic words **good stage to focus on prefixes and suffixes
5. derivational constancy (early as 5-8, even adulthood) - derived from same root "compose" studied to show relationship to "composition"; also learning about assimilated prefixes - instead of in+literate, letter n assimilates and changes to "illiterate"
At the end of the chapter, there are some additional suggestions for improving students' spelling.
I found this chapter particularly interesting since I have been giving my SENIORS spelling lists for a couple years now with no real improvements.
Submitted by: Ericka Ableiter