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What Happens When a Teacher Uses Metalanguage to Teach Spelling?

Journal Article


Abstract


  • While learning to spell in English is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic, and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on an Australian Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how teachers can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.

Publication Date


  • 2016

Citation


  • Daffern, T. (2016). What Happens When a Teacher Uses Metalanguage to Teach Spelling?. The Reading Teacher: a journal of the International Reading Association, 70 (4), 423-434.

Scopus Eid


  • 2-s2.0-85007502674

Number Of Pages


  • 11

Start Page


  • 423

End Page


  • 434

Volume


  • 70

Issue


  • 4

Place Of Publication


  • United States

Abstract


  • While learning to spell in English is integral to becoming a literate writer, it is a complex and gradual skill to master. If English spelling is understood from a phonological, orthographic, and morphological perspective, its transparency becomes evident. The case study described in this article shines a light on an Australian Year 4 classroom teacher and one of the students in the class. It illustrates the importance of teacher knowledge in the linguistics of spelling and how teachers can apply their content and pedagogical knowledge to encourage children to talk about the spelling strategies they use. Teachers who model and encourage the use of metalanguage while integrating spelling instruction with meaningful reading and writing experiences can empower students to build autonomy and confidence in their spelling.

Publication Date


  • 2016

Citation


  • Daffern, T. (2016). What Happens When a Teacher Uses Metalanguage to Teach Spelling?. The Reading Teacher: a journal of the International Reading Association, 70 (4), 423-434.

Scopus Eid


  • 2-s2.0-85007502674

Number Of Pages


  • 11

Start Page


  • 423

End Page


  • 434

Volume


  • 70

Issue


  • 4

Place Of Publication


  • United States