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Contemporary Perspectives on Learning and Instruction in Spelling
presented by Dr TESSA DAFFERN
Emerging research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve learning about a range of linguistic skills including phonology, orthography and morphology. Evidence on the effects of phonics instruction on spelling achievement indicates that while explicit phonics instruction is effective for teaching spelling in Kindergarten and Year 1, for students in Years 2 to 6 a phonics approach is not as effective for teaching spelling.
Successful instruction in spelling is underpinned by quality assessment procedures and involves systematic integration of multiple linguistic processes via an inquiry approach.
In this course, participants will:
* Challenge existing assumptions underlying spelling development
* Consider Triple Word Form Theory as a conceptual framework in the teaching and learning of spelling.
*Be able to draw upon research evidence to implement a differentiated model of spelling instruction
*Enrich current linguistic knowledge