RSTAQ: Tips

Remedial and Support Teachers' Association
of Queensland

›› Tips

Spelling programs

... from Paul Leis

There are many commercial spelling programs available. Schools may like to include them as part of a whole school program or as reference material. Some programs are better than others. All have their strengths and all have weaknesses. It is important to know what these are. It is, for example, important to how well the program addresses the four kinds of spelling knowledge or how well and how systematically the program supports students and teachers. Questions such as these may help make clear not only the strengths and weaknesses of a spelling program but also its potential place in a whole school program.

Does the program have a handbook?

· Does the spelling resource have a clearly articulated philosophy?
· Does the handbook have an articulated organisational framework?
· Does the handbook provide professional knowledge about spelling?
· Does the handbook give advice about - development of a whole school approach to spelling;

- classroom organisation;
- integration of spelling into units of work
- assessment of spelling?

· Does the handbook give examples of strategies for

- learning spelling;
- deploying spelling;
- remembering spelling;
- monitoring spelling?

Do the students’ books …

· have clear evidence of the philosophical approach throughout the resource?
· have a clear and inviting layout?
· have good sequencing and pacing of the learning activities?
· show a clear progression from Years 1 to 7/10, in the kinds of knowledge required to develop good spelling skills? ie a progression between phonological, morphological and etymological demands.
· show students the strategies for:

- learning spelling;
- remembering spelling ;
- deploying spelling;
- monitoring spelling?

· have a recursive element which allows students to revisit and refine their knowledge of particular elements of spelling?
· have a pattern of revision in the presentation of units of work or lists?
· show students how to

- take control of their own learning in this area?
- monitor their own spelling development?
- demonstrate or encourage students to use their spelling in writing?