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Slide 2 - Spelling counts. Even if you’re long out of school and think that the torture of Miss Cringley’s grade 4 spelling tests is over, it’s not. Everything you write as part of your job, or in your personal life, is a spelling test, because your spelling- along with related issues of punctuation, grammar, and style- affects how people perceive you. - Derek K. Miller -
Slide 3 - A Spelling Test for Teachers of Students with Learning Disabilities:( By: Gary Greene, LDonline)
Slide 4 - True or False 1.___ Spelling is an easier learning task than reading. 2.___ Oral spelling tests are as effective as written spelling tests. 3.___ Imitating and modeling students’ spelling errors, followed by writing the word correctly, is an effective way for teachers to provide feedback to students with LD.
Slide 5 - 4.___ Exchanging papers is the best way for students to correct spelling tests. 5.___ The most efficient way of learning to spell new words is to study first, then test. 6.___ There has been much research on what are the most appropriate words to learn to spell. 7.___ Dividing words into syllables and writing the definition of the words helps in memorization of one’s spelling list.
Slide 6 - 8.___ A reduced unit size (e.g., number of spelling words studied) of three words per day is better than studying the entire spelling list each day. 9.___ Underlining the difficult letter combinations in a word helps in memorizing correct spelling. 10.___ Fifteen minutes per day for spelling is adequate to maintain and improve spelling in most students. 11.___ Mastery of spelling rules greatly improves spelling ability.
Slide 7 - Answers To The Test False. Spelling is a more difficult task than reading. Reading is largely a receptive language skill involving decoding, whereas, spelling involves expressive language and encoding. False. Spelling is primarily a visual skill. True. Amazing as it may seem, reproducing in writing a child’s spelling error, following by the presentation of the correct written form of the spelling word has been shown in numerous studies to be an effective means for improving the spelling performance of students with LD.
Slide 8 - 4. False. Teachers should correct a spelling test in the presence of the student, utilizing the error imitation and modeling technique previously discussed. False. A more effective approach is to pre-test students on their spelling words and have them write the misspelled words in their study list for practice during the week. This is particularly appropriate for students with LD in order to maximize study time; it allows for increased attention and practice of words they haven’t learned to spell, rather than sharing study time with words they have already mastered. 6. True. Special educators should utilize misspelled words in students’ writing as well as high use words in selecting words for students with LD to learn to spell.
Slide 9 - 7. False. Although many experts feel stressing syllabication has merit, research does not show an advantage for teaching syllabication in spelling. As for writing the definition of spelling words, no research exists demonstrating the significance of this instructional practice with students who are LD. 8. True. Studies have shown that modifying the number of spelling words studied per day reduces overload and interference in spelling instruction of students with LD. A reduced unit size of three spelling words per day is suggested. 9. False. No empirical evidence exists for the effectiveness of this practice with students who are LD. 10. True. Studies have found that 15 – 20 minutes per day is ample time, of course, keeping the spelling period purposeful, lively, and interesting. 11. False. Although phonics and phonetic families may have a place in learning to spell, spelling rules should not be relied upon as the primary approach to teaching spelling to students with LD because: (1) inconsistencies and irregularities of phonetic spelling patterns are pervasive in the English language, (2) 3 out of 4 words are not spelled phonetically, and (3) silent letters are a major cause of spelling errors.
Slide 10 - To Spell You Must: (taken from The Learning Centre- Tutor Training Resources ) Recognize letters and sounds. Remember the correct sequence of letters and spell the word in your mind. Recall the sequence.
Slide 11 - Memory: We remember what we want to remember. We tend to remember the most recently learned material. Practice is essential for memory. The easiest material to remember is that which we have discovered ourselves.
Slide 12 - Additional Info. To keep in mind: Many children with learning disabilities suffer from a lack of learning strategies. Helpful tips: First and foremost are techniques aimed at helping students improve memory. Teaching visual images, rhymes, and jingles are a valuable asset and yield consistent improvement in recall.
Slide 13 - The “write- say” method *Students rewrite incorrectly spelled words several times while simultaneously spelling the word aloud. This method provides immediate feedback in both visual and auditory channels. This method has also been effective teaching multiplication tables. (taken from: Attention deficit disorders and learning disabilities, barbara ingersoll & sam goldstein, 1993)
Slide 14 - Strategies For Teaching Spelling: (taken from: Learning Disabilities, 7th Edition, Janet Learner, pg.487) Auditory perception and memory of letter sounds. Visual perception and memory of letters. Multisensory methods in spelling. The Fernald Method. The “test-study-test” versus “study-test” methods. Listening centers and tapes. Programmed spelling. Electronic spellers and computer spell-checkers.
Slide 15 - The Fernald Method Students are told that they are going to learn words in a new way that has proved to be very successful. They are encouraged to select a word they wish to learn. The teacher writes that word on a piece of paper,4x10, as the students watch and as the teacher says the word. The students trace the word, saying it several times, and then write it on a separate piece of paper while saying it. The students write the word from memory without looking at the original copy. If the word is incorrect, students repeat the previous step. If the word is correct, it is put in a file box. The words in the file box are used later in stories. At later stages, this painstaking tracing method for learning words is not needed. Students learn a word by looking as the teacher writes it, saying it, and writing it. At a still later stage, the students can learn by only looking at the word in print and writing it. Finally, they learn by merely looking at the word.
Slide 16 - Fun Spelling Activities To Try With Your Class By: Megan Lee Rainbow words. Unscramble words. Playdoh words. Words written in sand. Finding words in newspapers or magazines. Use colored chalk. Bingo. Shaving cream words. Spelling basketball. Hangman.
Slide 17 - Favorite Web Sites LDonline