Spelling Instruction in the Primary Grades: Teachers’ Beliefs, Practices, and Concerns

Authors

Antoinette Doyle, Faculty of Education, Memorial University of NewfoundlandFollow
Jing Zhang, Elementary Education and Reading, Buffalo State CollegeFollow
Chris Mattatall, Faculty of Education, Memorial University of NewfoundlandFollow

Publication Date

10-19-2015

Abstract

This study examined Canadian teachers’ beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose, reflected an attempt to incorporate both holistic and traditional approaches to instruction. Teachers reported that substantial numbers of children experience difficulty with spelling. They suggested that greater emphasis be placed on defining spelling outcomes in the curriculum, as well as on teacher education and resources for teaching spelling to diverse learners.

Recommended Citation

Doyle, A., Zhang, J., & Mattatall, C. (2015). Spelling Instruction in the Primary Grades: Teachers’ Beliefs, Practices, and Concerns. Reading Horizons: A Journal of Literacy and Language Arts, 54 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol54/iss2/2