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Developing Editorial skills: Spelling

Chapter


Abstract


  • The chapter begins by explaining why spelling is an important editorial skill and word-formation problem solving process, and then shifts to an overview of the theoretical perspectives on spelling acquisition. It also highlights the importance of explicitly teaching these three linguistic skills from the early years of learning to write. Developing proficiency in Standard (conventional) English spelling is a critical part of becoming a literate writer. Yet, conflicting perspectives on the typical course of spelling acquisition have emerged and this has perpetuated uncertainty about the most effective way to teach spelling. Children who experience ongoing difficulties with spelling at school are less inclined to take informed risks with written vocabulary. Children's first spelling attempts do not necessarily indicate that they have knowledge or control of the correspondences between phonemes and graphemes in words. Spelling is a complex problem-solving word formation process, and it is integral to becoming a literate writer.

Publication Date


  • 2018

Citation


  • Daffern, T. (2018). Developing Editorial skills: Spelling. In N. M. Mackenzie & J. Scull (Eds.), Understanding and Supporting Young Writers From Birth to 8 (pp. 116-136). London, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9781315561301

Book Title


  • Understanding and Supporting Young Writers From Birth to 8

Start Page


  • 116

End Page


  • 136

Place Of Publication


  • London, United Kingdom

Abstract


  • The chapter begins by explaining why spelling is an important editorial skill and word-formation problem solving process, and then shifts to an overview of the theoretical perspectives on spelling acquisition. It also highlights the importance of explicitly teaching these three linguistic skills from the early years of learning to write. Developing proficiency in Standard (conventional) English spelling is a critical part of becoming a literate writer. Yet, conflicting perspectives on the typical course of spelling acquisition have emerged and this has perpetuated uncertainty about the most effective way to teach spelling. Children who experience ongoing difficulties with spelling at school are less inclined to take informed risks with written vocabulary. Children's first spelling attempts do not necessarily indicate that they have knowledge or control of the correspondences between phonemes and graphemes in words. Spelling is a complex problem-solving word formation process, and it is integral to becoming a literate writer.

Publication Date


  • 2018

Citation


  • Daffern, T. (2018). Developing Editorial skills: Spelling. In N. M. Mackenzie & J. Scull (Eds.), Understanding and Supporting Young Writers From Birth to 8 (pp. 116-136). London, United Kingdom: Routledge.

International Standard Book Number (isbn) 13


  • 9781315561301

Book Title


  • Understanding and Supporting Young Writers From Birth to 8

Start Page


  • 116

End Page


  • 136

Place Of Publication


  • London, United Kingdom