Spelling matters

Researchers describe spelling as complex to learn (Ehri, 2003; Schlagal, 2001; Templeton & Morris, 1999), with understandings of the English language developing over time, but it is important to literacy proficiency (Adoniou, 2013). Researchers have also stated that when teaching spelling, teachers needed to do so explicitly, systematically, and by linking students’ spelling knowledge to reading and writing (Bear & Templeton, 1998; Invernessi & Hayes, 2004). This study set out to investigate why teaching spelling was causing concern for teachers in a primary school in the south-eastern suburbs of Melbourne. Those who took part in this study were interested in their teaching of spelling and agreed that spelling needed to be taught, but lacked confidence in the effectiveness of their instructional approaches. This lack of confidence was centred on their observations that not all of their students’ spelling development was at the age-appropriate level. This qualitative study explored the views of eight participants, seven teachers and an aide, who shared their views on spelling learning and teaching. Data were collected via focus group interviews and individual interviews. The data were coded, sorted, and interpreted following grounded theory analysis techniques. This study found that the participants recognised they were lacking in understanding of phonology and, subsequently, when they sought knowledge in this area, they believed they were more effective in their spelling teaching. The participants observed that teaching spelling involved building up understanding of the linguistic features of English words, which developed over time. In this way, students could acquire insights into the regularities which are evident in the English language and could draw on these insights when spelling. This study also found that the participants were knowledgeable about their spelling pedagogy and how students learn to spell. They had valid reasons for teaching spelling the way they did and were also able to implement new knowledge into their spelling teaching. The implications for this thesis were that knowledge of English language, and pedagogical knowledge are equally important. Teachers need understandings of phonology, orthography, and morphology to be able to teach spelling. At the same time, they need to have a repertoire of pedagogical approaches to assist all learners.