The ultimate goal of learning how to spell is to develop and extend one's ability and confidence to communicate effectively in writing. Students should be encouraged to experiment with language and take risks in draft writing when spelling unfamiliar words.
Conventional spellings of words have evolved over time and continue to evolve. However, there are standard ways of spelling words so that readers are able to understand what writers mean. Standard spelling is developmental; growth in the ability to use standard spelling occurs continually and gradually as students' knowledge about word patterns and spelling rules increases, along with their ability to apply this knowledge when interpreting and constructing words.
Standard spelling is most effectively developed within the context of students' own writing. Instruction should focus on the words that individual students need in order to express themselves precisely and clearly. Individual spelling and vocabulary lists can help students keep track of those words which are of particular difficulty or relevance to them, and of new words that appear in specific units of study.
Integrated spelling instruction includes a variety of teaching and learning strategies and incorporates spelling instruction into students' daily listening, speaking, reading, and writing processes. Competent spellers have a base of word knowledge, an understanding of word patterns, and a repertoire of strategies from which to select when they attempt to spell an unknown word. As students grow in their knowledge and strategies, they are more willing to take risks to increase the number of words that they can spell correctly and automatically.
Spelling Principles
1. Learning to spell is a developmental process and competence in spelling occurs over time.
Students progress at various rates through a series of stages from pre-phonetic to standard spelling (see the developmental chart in this section). Spelling instruction should help students to recognize that it is acceptable and appropriate to use developmental "temporary" spellings of unknown words as they extend their understanding of standard spelling rules and strategies.
2. Spelling growth is enhanced when instruction is integrated into students' daily language experiences.
Spelling instruction cannot be treated as a separate and isolated subject. Research shows that knowledge and skills are transferred most readily when they are relevant and learned in the context of what the students are striving to achieve. For spelling instruction to be meaningful, it must relate to the students' own reading and writing. When students understand that spelling is a tool for facilitating clearly written communication, they are more motivated to learn to spell in standard ways and appreciate the need to strive for standard spellings of words.
3. Spelling instruction should help students acquire a variety of strategies with which to analyze, remember, and figure out spellings.
Competent spellers use a variety of strategies to help them determine the standard spelling of unfamiliar words (e.g., knowing when to apply spelling rules or patterns, or knowing when and how to use a dictionary). When such strategies become part of their repertoire, students can apply them to their own writing.
4. Assessment and evaluation of spelling should be continuous and have instructional implications.
Assessment of students' spelling knowledge and abilities requires continuous and careful observation by teachers and by the students themselves. Observation checklists, anecdotal notes, and conferences are some ways of gathering and recording students' spelling abilities and knowledge, and their instructional needs. Analysis of written products such as rough drafts, final drafts, and journal entries can provide further information about students' spelling knowledge and strategies (see the chart in this section). Assessment and evaluation should take into consideration the developmental nature of learning to spell by focusing on individual growth over time.