| Abstract: | Stage models of learning to spell have not been helpful to teachers in teaching spelling. A three year project, based in three inner London primary schools, showed that although there is a developmental dimension to learning to spell, children nevertheless draw on several sources of knowledge from the outset. Reading and spelling are related but it is likely that phonemic understanding is gained more readily through spelling than it is in the context of reading. The project set out to examine how children develop as spellers and the nature of the links between children’s development in spelling, writing and reading. It examined the progress in spelling of two groups of children: a KS 1 group of children learning to read and write, and of a group of KS2 children who were fluent readers but who had spelling difficulties. The project also drew out the implications of its study for teachers and developed a spelling assessment framework to help teachers in analysing children’s spellings. |
