Teachers' Concerns About Spelling Instruction: A National Survey

Fresch, Mary Jo

doi:10.1080/02702710701545510

Cited by 25 publications

(24 citation statements)

References 11 publications

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“…In fact, the spelling instruction we observed in the classrooms in which this study took place deviated wildly from both traditional spelling instruction and word study. Our specific observations align with the work of Fresch (, ) and F.R. Johnston (), who found that many teachers employ spelling instruction and activities they know are ineffective (e.g., writing words five times each).…”

Section: Developmental Word Studysupporting

confidence: 89%

Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables

Vines¹,

Jordan²,

Broemmel³

2020

The Reading Teacher

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Section: Developmental Word Studysupporting

confidence: 89%

Reenvisioning Spelling Instruction: Developmental Word Study Nonnegotiables

Vines¹,

Jordan²,

Broemmel³

2020

The Reading Teacher

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“…Focusing on morphology introduces order to the English spelling system, which brings with it the possibility of using problem solving to investigate what Templeton (2004) described as the vocabulary-spelling connection. Studying words through one-at-a-time memorization characterizes much of spelling instruction, but it fails to motivate many children to learn about words (Fresch, 2007). Students who begin to understand morphological structure can find ordered spelling and meaning cues in words that morphologically unaware students could only assume are irregular.…”

Section: Morphology and Vocabulary Instructionmentioning

confidence: 99%

Effects of morphological instruction on vocabulary acquisition

2009

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The effects of a 20-session intervention targeting morphological word structure on vocabulary knowledge were investigated in four Grade 4 and 5 classes, assigned randomly to treatment and control conditions. Hierarchical regression analyses controlling for initial vocabulary showed significant instructional effects on morphological analysis and vocabulary with words that were taught directly and novel words built on bases that were taught in the context of other derivations, but not for words with untaught bases. Results indicated that the treatment group made better use of pre-test vocabulary knowledge in learning new vocabulary. Results are discussed in light of the growing debate regarding whether to teach many words in a shallow way or to provide deep, rich instruction about fewer words.

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“…Une enquête menée par Fresch (2007) révèle que 93 % des enseignants demandent à leurs élèves de mémoriser des listes de mots qui leur sont par la suite demandés lors de dictées. Graham et coll.…”

Section: Introductionunclassified