How do children learn to spell and what kinds of teaching support them most effectively?
Based on a three-year longitudinal study of children's spelling in different primary classrooms, Olivia O'Sullivan, Assistant Director of the Centre for Literacy in Primary Education and Anne Thomas, the former Inset Director of the Centre for Literacy in Primary Education, pose a number of important questions:
what kinds of knowledge are involved in spelling?
what are the links between learning to read and learning to spell?
what kinds of systematic teaching and interventions make a difference to children's progress?
Packed with case studies, photographs and examples of children's work, this unique book sets out the most effective approaches to spelling and provides teachers with a broad set of principles on which to base their teaching. This is an invaluable resource for any teacher or trainee teacher wishing to raise standards in spelling in their classroom.
Publisher: Taylor & Francis Ltd
Number of pages: 128
Weight: 340 g
Dimensions: 229 x 152 x 8 mm
'[This book] should be part of every school's library and a course book for every postgraduate course...It is a splendid, sound and helpful book which has a thoughtful but practical approach.' - Dr Eve Bearne, University of Cambridge Faculty of Education, UK
'An essential buy for many trainee teachers. For schools, [this book] would assist the literacy coordinator in advising staff to help others teach spelling more effectively.' - Teresa Grainger, Canterbury Christ Church University College, UK
'As such this book provides rich and complex understandings of spelling to help all those involved in children's language development deepen their practice to good purpose.' - NATE
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