Transcription of How Spelling Supports Reading - AFT
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How Spelling Supports Reading - AFT
Much about Spelling is puzzling. Our society expectsthat any educated person can spell, yet literate adultscommonly characterize themselves as poor spellersand make Spelling mistakes. Many children have troublespelling, but we do not know how many, or in relation to whatstandard, because state accountability assessments seldom in-clude a direct measure ofspelling competence. Few state stan-dards specify what, exactly, a student at each grade level shouldbe able to spell, and most subsume Spelling under broad topicssuch as written composition and language proficiency. Statewriting tests may not even score children on Spelling accuracy,as they prefer to lump it in with other mechanical skills inthe scoring , research has shown that learning to spell andlearning to read rely on much of the same underlying knowl-edge such as the relationships between letters and sounds and, not surprisingly, that Spelling instruction can be designedto help children better understand that key knowledge, result-ing in better Reading (Ehri, 2000).
and sight reading. Research also bears out a strong relationship between spelling and writing: Writers who must think too hard about how to spell use up valuable cognitive resources needed for higher level aspects of composition (Singer and Bashir, 2004). Even more than reading, writing is a mental juggling act that
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