Teachers' Concerns about Spelling Instruction: A National Survey

Autor/in	Fresch, Mary Jo
Titel	Teachers' Concerns about Spelling Instruction: A National Survey
Quelle	In: Reading Psychology, 28 (2007) 4, S.301-330 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Teaching Methods; Word Lists; Spelling; Spelling Instruction; National Surveys; Memorization; Teacher Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Wortliste; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Gedächtnistraining; Lehrerverhalten
Abstract	Teachers' concerns regarding spelling instruction and the spelling abilities of their students were sought in a national survey. Using a random sample of teachers of grades one through five across all 50 states, respondents reported teaching practices, degree of agreement with theoretical statements, and responded to open-ended statements. Teachers reported a traditional memorization model was most often used, but that they were dissatisfied with the results with student carryover to independent writing. Implications from this study demonstrate the need for expanding teachers' understanding about the developmental nature of spelling knowledge and revision of instruction by constructing more appropriate word lists. (Contains 1 figure and 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10