Factors Associated with High Standards of Spelling in Years R-4 |
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| Authors: | Peter Daw Jenifer Smith Sally Wilkinson |
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| Institution: | Suffolk Advisory Team for English |
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| Abstract: | This article is based on a discussion document written for all schools in Suffolk, England by the English advisory team. It resulted from a small-scale survey of nine schools where results for National Curriculum test AT4 (Spelling) in 1994 and 1995 were particularly high. This in turn stemmed from concerns raised by monitoring local education authority results in this aspect of English and aimed to uncover common factors in these schools' approaches to teaching spelling and supporting pupils' development in this skill. The key factors indicated by the survey included the systematic teaching of both spelling patterns and phonics; the fostering of early independence in writing and reading; regular learning of spellings at home and effective partnership with parents in this; regular testing; effective short teaching sessions on spelling, and differentiation based on high expectations of all pupils. |
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| Keywords: | Spelling effective teaching phonological awareness |
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