Contemporary issues and perspectives on teaching spelling
Presented by Dr Tessa Daffern. Research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve multiple linguistic skills and strategies from the early years of learning to write. Evidence on the effects of phonics instruction on spelling achievement indicates that while explicit phonics instruction is effective for teaching spelling in Kindergarten and Year 1, for students in Years 2 to 6 a phonics approach is not as effective for teaching spelling. Successful instruction in spelling is underpinned by quality assessment procedures and involves systematic integration of multiple linguistic processes.
Why participate?
- Challenge existing assumptions underlying spelling development
- Consider Triple Word Form Theory as a conceptual framework in the teaching and learning of spelling
- Be able to draw on research evidence to implement a differentiated model of spelling instruction
- Enrich current linguistic knowledge.
Who should participate?
Teachers of students in years K–8
| Member |
$200 |
| Student member |
$150 |
| Non-member |
$300 |
Completing Contemporary Perspectives on Learning and Instruction in Spelling before 31 July 2021 under NESA’s interim arrangements will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standards 1.2.2, 1.5.2, 2.1.2, 2.3.2, 3.3.2, 5.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Online registration not available.