Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20684
Title: 
Authors: 
Issue Date: 
Sep-1992
Citation: 
Bodycott, P. (1992). Modifying the spelling curriculum to meet the needs of individual classroom learners. In K. A. Toh (Ed.), Curriculum research and practice: Cauldron or crucible? (pp 235-239). Singapore: Educational Research Association.
Abstract: 
This paper reports the lessons learned from observing how one classroom teacher moulded spelling research and personal beliefs into functional classroom practice. Recent trends in language teaching approaches indicate a movement away from traditional spelling practices toward a more individual orientation to spelling instruction. This research challenges long held traditional views concerning the teacher's role and classroom practices. Individualizing spelling instruction requires students take greater responsibility in their learning process. Students, in the class observed, were trained and encouraged to take control of their learning to spell process. In so doing they were seen to develop skills which facilitated and developed their knowledge of conventional spellings, and strategies for recognising and obtaining standard conventional spellings. The paper provides an overview of the philosophical backbone of an individualised spelling programme. The programme is built upon the theoretical proposition that spelling is a natural part of learning language. The pedagogical consequences of this proposition are outlined.
Description: 
This paper was presented at the 6th Annual Conference of the Educational Research Association, held in Singapore from 24 - 26 Sep 1992
URI: 
Appears in Collections:Conference Papers

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