Spelling: teaching and learning spelling

Colin Harrison and Greg Brooks | View as single page| Feedback/Impact
Spelling
Evidence
How DO children learn to spell
Identifying spelling problems
Spelling - WHAT should we teach?
Online spelling resources for teachers
Intervention studies that improve spelling
Research base
Cognitive processes in language to spell for normally developing readers
Five main categories of spelling errors
The spelling curriculum
TES plus some fun resources
Interventions for literacy
Teacher trialling
Readers with multilingual backgrounds
Other categories
Age 0-6
Early years / age 4-5 / KS1
Y1-Y2 (age 6-8) The Complete Spelling Programme
References
UK/US spelling differences
Table for analysing and coding an individual's errors
Age 7-11
Age 7-11 resources
Y2-Y6 (age 7-11) Cued Spelling
Spelling rules - can we tame them?
100 most commonly misspelled words
Age 11+ and SEN
Age 11-16 / KS3-4 Read - Cover - Write - Check
Y3-Y8 (age 8-13) The Teaching Handwriting, Reading and Spelling Skills (THRASS)
Teaching spelling - first principles
Planning a whole school programme
Pupils with special needs - writing / spelling support software
Strength of evidence
Transferability
Areas for further research

Cognitive processes in language to spell for normally developing readers

A developmental sequence of spelling acquisition and associated errors.

This section describes the typical sequence of development, but individual children may jump a stage, or seem to get stuck in one, or exhibit features of two stages simultaneously, or seem to go through some stages in reverse order. The labels for the stages were coined by Frith (1985).

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