This qualitative study will investigate the question of how adult literacy students of various ages (19 to 70 years), with learning difficulties, are taught to spell in literacy classes. I will examine strategies the tutors employ to teach spelling and if the students feel that these are effective. Firstly, I am going to justify my reasons for choosing this very specific technical skill. Secondly, I will then outline my central research question and the sub-questions that arise from it. Thirdly, I will discuss the relevance of the research publications identified to the problem of teaching adults with learning difficulties to spell and how they have helped to contributed to clarifying my research question and sub questions. Fourthly, I
…show more content…
While this question may be viewed as a study of a technical skill I believe that it should still be viewed in a multi-dimensional context (Rassool, 2009) as it could be construed as having an economic and social purpose. Green and Kostogriz (2002) argue that literacy difficulties should be viewed in relation to both culture and society. If poor spelling has an economic impact on this particular group then it is an area that needs to be addressed. Freedom to Learn p. 19 highlights the fact that dyslexics may be disadvantaged by inappropriate teaching methods. One of the problems with the Study Guide and course readings is that they focus mainly on children and it is hard to extrapolate the information and refocus it on adult learners.
Reid and Weatherly Valle (2004) discuss the needs to be aware of the fact that it is possible to exclude certain communities from the research process. While this study was based on children it equally applies to adults ‘personal experience narratives’. Differentiated and compensatory. If as Johnson and Kress suggest that in the UK literacy is still viewed as a monolithic entity which ignores cultural and linguistic diversity. This has implications for the teaching of spelling and the larger perspective of what industry wants overlaid over how spelling is taught. Payne (2006) pointed