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Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem solving process that can be difficult to learn. The present study uses... more
Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem solving process that can be difficult to learn. The present study uses Triple Word Form Theory as a conceptual framework to analyse Standard English spelling performance levels of Australian primary school students (N=1,198) in Years 3 to 6. Systematic linguistic error analysis and testing using a factorial multivariate analysis of variance (MANOVA) revealed significant year level differences in phonological, orthographic and morphological scores; however, the effects for gender and the interaction of year level and gender were non-significant. The results suggest that learning to spell may not proceed in developmental stages or phases and that explicit instruction in phonological, orthographic and morphological components of the language is needed in the middle and upper primary school years, and potentially beyond. The findings highlight a need for teachers to be informed of the specific linguistic skills that individual students bring to the classroom and to be able to identify instructional priorities among phonology, orthography and morphology.
Full published article is available here:
http://www.tandfonline.com/eprint/dvAsWYns3JFpsumVXqXH/full
Full published article is available here:
http://www.tandfonline.com/eprint/dvAsWYns3JFpsumVXqXH/full
Writing provides a means for personal reflection, thinking, creativity, meaning-making and sharing, as well as complementing other modes of communication in a world of multimodal texts. While writing in the digital age has become... more
Writing provides a means for personal reflection, thinking, creativity, meaning-making and sharing, as well as complementing other modes of communication in a world of multimodal texts. While writing in the digital age has become increasingly fast-paced and exposed to global scrutiny, being able to write efficiently with correct spelling, grammar and punctuation remains a critical part of being a literate writer. This article uses data from 819 Australian primary school students to explore the relationship between three language conventions, namely spelling, grammar and punctuation as measured by the National Assessment Program Literacy and Numeracy (NAPLAN) Language Conventions Test, and the quality of written composition, as measured by the NAPLAN Writing Test. Results indicate that spelling, grammar and punctuation jointly predict written composition achievement with spelling as the main predictor. Implications for the educational practice of writing in the contemporary context are discussed, emphasising the importance of spelling in relation to writing and how instruction in spelling, during senior primary school, appears to be critical for written composition improvement.
While learning to spell in the English language is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic and morphological perspective, its... more
While learning to spell in the English language is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on a Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how a teacher can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.
Stage theories of spelling development have been widely accepted since their conceptualisation in the 1970s; but, converging evidence offers support for non-‐‑linear models of spelling development. Specifically, Triple Word Form Theory... more
Stage theories of spelling development have been widely accepted since their conceptualisation in the 1970s; but, converging evidence offers support for non-‐‑linear
models of spelling development. Specifically, Triple Word Form Theory (TWFT) suggests that students are capable of drawing on and coordinating phonological, orthographic, and
morphological skills from quite early in their spelling development. Assumptions about the nature of spelling development have important implications for the way spelling is taught; however, many existing assessment systems currently being applied by educators and systems have failed to consider non-‐‑linear perspectives of spelling development. This paper presents the Components of Spelling Test (CoST) as a new approach to spelling assessment. The test is a valid and reliable assessment tool informed by TWFT and developed through a method of analysis suggested by stage theorists. Data used to develop and test the CoST were drawn from students in Year 3 and Year 5 across four schools in the Australian Capital Territory (ACT) (n=198). The results of the testing clearly demonstrated that the CoST can provide teachers and educational researchers with a means to validly and reliably identify individual differences in specific phonological, orthographic and morphological skills associated with spelling.
models of spelling development. Specifically, Triple Word Form Theory (TWFT) suggests that students are capable of drawing on and coordinating phonological, orthographic, and
morphological skills from quite early in their spelling development. Assumptions about the nature of spelling development have important implications for the way spelling is taught; however, many existing assessment systems currently being applied by educators and systems have failed to consider non-‐‑linear perspectives of spelling development. This paper presents the Components of Spelling Test (CoST) as a new approach to spelling assessment. The test is a valid and reliable assessment tool informed by TWFT and developed through a method of analysis suggested by stage theorists. Data used to develop and test the CoST were drawn from students in Year 3 and Year 5 across four schools in the Australian Capital Territory (ACT) (n=198). The results of the testing clearly demonstrated that the CoST can provide teachers and educational researchers with a means to validly and reliably identify individual differences in specific phonological, orthographic and morphological skills associated with spelling.
Research Interests:
Writing supports and extends learning across all disciplines, as well as promotes social, emotional and cognitive development. One of the challenges for teachers involves the interpretation of students’ ‘learning to write’ journeys in a... more
Writing supports and extends learning across all disciplines, as well as promotes social, emotional and cognitive development. One of the challenges for teachers involves the interpretation of students’ ‘learning to write’ journeys in a way that provides them with the information they need for informed, focused and explicit instruction in writing, as well as for providing feedback to students and parents. This paper considers the importance of process and content when analysing student writing and creating a balance between the authorial and secretarial elements of writing.
Research Interests:
Phonology, orthography and morphology contribute independently and interactively when students engage in spelling. This paper shares some insights into the nature of spelling in the middle school years and provides an instructional... more
Phonology, orthography and morphology contribute independently and interactively when students engage in spelling. This paper shares some insights into the nature of spelling in the middle school years and provides an instructional framework that promotes a linguistic inquiry approach to spelling.