Theories Of Teaching Vocabulary And Spelling

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Assignment 1 EDF3306
Vocabulary and spelling.
Theories based around the ideas of teaching vocabulary and spelling have informed much of what teachers include in their lesson and how they teach the topics of vocabulary and spelling. Throughout this text, I will touch on the theories informing the research established in this field whilst also looking at teaching vocabulary and spelling in a practical way.
Theoretical Information Included in Digital Resource
The teaching of vocabulary is one of the most important tasks a primary teacher can have. It involves all facets of the curriculum and is needed for a student to ‘read and write effectively,”(Winch, Johnston, Holliday, Ljungdahl, & March, 2011, p. 56). Vocabulary is vital as students
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This can provide context for all aspects of the learning, through talking, listening, reading and writing (Winch et al., 2011). A once popular tool for spelling would be providing spelling tests for children to compete against their peers, however, it is important to move away from competition like views of literacy and spelling and start looking towards other methods of teaching spelling, to increase motivation for learning with students and decrease their frustration (Alderman, 2011). Encourage a classroom culture centred around a learning orientation in order to focus on children’s achievements internally rather than a grade orientation in which students feel successful if they achieved more than other students (Alderman, 2011). To encourage a learning orientated classroom it is important to present students with meaningful and challenging tasks, for students evaluation to be private and for students to be involved in decision making (Alderman, 2011). I would include an example of an activity that could be used in this way and an example of how to evaluate the students’ work that is meaningful to them in a private way, comparing the score to their previous scores, rather than other students’ …show more content…
If a student is having trouble spelling a word repeatedly throughout the activity, rather than learning by rote and having the students write the words over and over again, encourage the student to be creative by drawing a picture the word represents or using different coloured pencils to write the word to promote learning (Alderman, 2011). Allowing students to investigate a grammatical rule rather than simply ‘being told,’ can also be a useful strategy for increasing spelling success. An example given in the resource could be asking students what happens to a y when it is a plural and doing an example on the board rather than spelling it out for them (Bush,

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