This study includes a spelling inventory and attitude survey that were administered to pre-service education undergraduates. Analyzed using traditional performance levels as guidelines, no students scored at an independent level, 71% scored within an instructional level, and 29% scored at a frustration level. Inventory results and survey comments demonstrated the students’ heavy reliance on letter/ sound correspondences to guide their attempts at spelling. The majority commented that, as a teacher, they would help struggling spellers by telling them to “sound out the word.” Results suggest that, as future teachers, pre-service students must be instructed beyond the alphabetic stage and shown how to explore the pattern and meaning layers of English.
Fresch, M. J. (2008). An Exploration of University Students’ Spelling Abilities. Reading Horizons: A Journal of Literacy and Language Arts, 49 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/5