Word List for a Spelling Program.
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| Title: | Word List for a Spelling Program. |
|---|---|
| Language: | English |
| Authors: | Smith, Carl B. |
| Peer Reviewed: | N |
| Page Count: | 12 |
| Publication Date: | 1997 |
| Document Type: | Information Analyses Opinion Papers Speeches/Meeting Papers |
| Descriptors: | Basic Vocabulary, Elementary Education, Spelling, Spelling Instruction, Word Lists |
| Abstract: | What logic should educators use in choosing words for students to learn to spell? Common sense provides the answer: students should learn to spell the words they use in writing. What these words are has been a subject of concern since the beginning of this century. Dozens of word frequency lists have been developed over the years, based primarily on material written for and by adults. A study done at Stanford University (California) in 1966 had a great effect on spelling programs. The study concluded the vowel and consonant sounds have regular, consistent spelling about 80% of the time. A study conducted at Indiana University in 1980 and 1981 was designed to find out the words that students of the 1980s want to write as well as their spelling errors. Results indicated almost no change in the highest frequency words but that students wanted to use and spell words they have not yet encountered in reading. Special attention should be given to helping students predict spellings of words that are in their speaking but not their reading or writing vocabularies. Basic sound-letter patterns should be taught in the primary grades. To take advantage of any possible transfer of learning, spelling words should be learned following their introduction in reading. The guiding principle for the overall spelling curriculum is that children should be helped to spell those words they are most likely to need and those words they want to use in their own writing. (RS) |
| Entry Date: | 1998 |
| Accession Number: | ED412507 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED412507 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Word List for a Spelling Program. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Smith%2C+Carl+B%2E%22">Smith, Carl B.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 1997 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Information Analyses<br />Opinion Papers<br />Speeches/Meeting Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Basic+Vocabulary%22">Basic Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Lists%22">Word Lists</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: What logic should educators use in choosing words for students to learn to spell? Common sense provides the answer: students should learn to spell the words they use in writing. What these words are has been a subject of concern since the beginning of this century. Dozens of word frequency lists have been developed over the years, based primarily on material written for and by adults. A study done at Stanford University (California) in 1966 had a great effect on spelling programs. The study concluded the vowel and consonant sounds have regular, consistent spelling about 80% of the time. A study conducted at Indiana University in 1980 and 1981 was designed to find out the words that students of the 1980s want to write as well as their spelling errors. Results indicated almost no change in the highest frequency words but that students wanted to use and spell words they have not yet encountered in reading. Special attention should be given to helping students predict spellings of words that are in their speaking but not their reading or writing vocabularies. Basic sound-letter patterns should be taught in the primary grades. To take advantage of any possible transfer of learning, spelling words should be learned following their introduction in reading. The guiding principle for the overall spelling curriculum is that children should be helped to spell those words they are most likely to need and those words they want to use in their own writing. (RS) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED412507 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED412507 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 Subjects: – SubjectFull: Basic Vocabulary Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Spelling Type: general – SubjectFull: Spelling Instruction Type: general – SubjectFull: Word Lists Type: general Titles: – TitleFull: Word List for a Spelling Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smith, Carl B. IsPartOfRelationships: – BibEntity: Dates: – D: 14 M: 11 Type: published Y: 1997 |
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