Capturing Variations in How Spelling Is Taught in Primary School Classrooms in England

Autor/inn/en	Esposito, Rosanne; Herbert, Elisabeth; Sumner, Emma
Titel	Capturing Variations in How Spelling Is Taught in Primary School Classrooms in England
Quelle	In: British Educational Research Journal, 49 (2023) 1, S.70-92 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sumner, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3829
Schlagwörter	Foreign Countries; Spelling; Elementary School Teachers; Teaching Methods; Teaching Experience; School Policy; Direct Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Schreibweise; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schulpolitik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents' teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01