Several researchers from RIPPLE presented at the recent ALEA/AATE National Conference held in Canberra in July 2015: Noella Mackenzie, Tessa Daffern and Christine Edwards-Groves. Informed by her PhD, Tessa Daffern presented the following Research Paper and Workshop:
Research Paper: Explicitly teaching spelling strategies: Does it lead to compliance or curiosity?
A shift in emphasis from rote learning of isolated words and Friday spelling tests, to intentional discussion and inquiry into the thinking processes and linguistic components associated with spelling is unequivocally powerful. This paper presents one case study from a mixed methods research project conducted through Charles Sturt University. It illustrates the importance of explicitly teaching strategies beyond ‘sounding out’ and ‘memorizing’, as well as teaching the metalanguage associated with spelling. The study demonstrates how teachers can foster students’ curiosity about words and consequently improve their spelling. Using examples from the study, participants will be able to draw their own conclusions about how they can improve their students’ spelling. Pedagogical issues are addressed with practical suggestions provided. By the end of the session, participants will be able to reflect on and share their own responses to the question posed in the title.
Workshop: Nurturing a personal curiosity of words: A focus on spelling
The diversity of students’ spelling achievements within a single class creates particular challenges for teachers who seek to nurture students’ personal curiosity of words in a way that leads to improved spelling. Informed by Triple Word Form Theory, this interactive workshop is founded on the view that students can be taught to evaluate and reflect on their own spelling in ways that empower and motivate them to improve. The session draws on findings from a research project, conducted through Charles Sturt University, which examined the spelling achievements of 1400 students across 17 schools in the Australian Capital Territory. As part of this research project, an analytical tool was developed and provides an innovative framework from which to examine students’ spelling errors in the context of their written compositions. In this workshop, participants will explore this tool by engaging in the spelling assessment of a student’s written composition and by considering ways in which students can learn to evaluate their own spelling in a meaningful way. A differentiated approach to spelling instruction will also be discussed, and complimentary material will be provided.
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