Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
19 Cards in this Set
- Front
- Back
|
Spelling Definition
|
The forming of words through traditional arrangement of letters
|
|
|
Gentry and Moats 5 Stages of Spelling Development
|
Precommunication
Semiphonetic Phonetic Transitional Correct |
|
|
Precommunative Spelling
|
Preschoolera 3 to 5
Scribbles, letters, letter like forms Non understanding of phoeme-grapheme correspondence. Writing shows no understanding of conventions of print. |
|
|
Semiponetic Spelling
|
5 to 6 yr
Some awareness that letters are used to represent sounds. May use abbreviated 1,2,or 3 letter spellings. Awareness of left to right progression. Tends to run letters together. |
|
|
Phonetic Spelling
|
6 yrs old
Represents all essential sound features in spelling a word. Chooses letters based on sound. Aware of mouth positions used to make sounds. |
|
|
Transitional Spelling
|
7 to 8 yrs old
Begind to use conventional alternatives for representing sounds. Includes a vowel in every syllable. Becomes more aware of letter patterns in words. Many words are spelled correctly. Words with irregular spellings are misspelled (phone-fon). |
|
|
Correct Spelling
|
Spells many words correctly.
Applies basic rules of the English orthographic system. Recognizes when words look incorrect. Can consider alternative spellings. |
|
|
9 to 11 year olds
|
Learn to break words into syllables.
Learn to add inflectional endings(es, ed, and ing). Can differentiate between homophones(your and you're). |
|
|
11 to 14 Year Olds
|
Focus on morphemes
Learn Greek and Latin root words and affixes. Learn words with related spelling despite changes in vowel and consonant sounds(medical/medicine). |
|
|
Poor Readers/Pooer Spellers
|
Deficit in phonological processing that interferes with mastery of spelling. (Connection between sound and letters is not there).
|
|
|
Good Readers/Poor Spellers
|
Have problems with the exact recall of letter sequence.
Have subtle difficulties with complex spelling patterns. Have problems with aspects of language structures. |
|
|
Impact of Spelling on Reading
|
Spelling a word is more difficult than reading a word.
|
|
|
Reading is a ________ process
|
Decoding
Reader receives clues for word recognition (Context) |
|
|
Spelling is an _________ process
|
Encoding
Learner must respond without benefit of visual stimulus (Fewer clues). |
|
|
Spelling requires ________ on each letter or word.
|
Concentration
|
|
|
In reading it is ___________to know the exact spelling of words to attend to every letter.
|
Not necessary
|
|
|
To spell correctly students must be able to:
|
Read the word
Possess knowledge and skills in certain relationships of phonics and structural analysis. Apply phonics generalizations Visualize the appearance of the word Retrieve the word from memory Use the motor capacity to write the word |
|
|
Common Spelling Errors
|
Directional confusion(was and saw)
Vowels in unaccented syllable (cottin for cotton) R-controlled vowel (dert for dirt) Letter orientation confusion(doy for boy) Reversed letter sequence(aminal for animals) |
|
|
Spelling Difficulties May Stem From:
|
Visual Memory
Auditory Memory Auditory and visual discrimination Attention Deficit Motor Skills |
