文章基本信息

标题：Student and teacher perspectives on spelling.
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作者：Daffern, Tessa ; Critten, Sarah
期刊名称：Australian Journal of Language and Literacy
印刷版ISSN：1038-1562
出版年度：2019
期号：January
出版社：Australian Literacy Educators' Association
摘要：Introduction Theoretical development and empirical research in the domain of spelling has largely drawn on quantitative methods, providing some valuable insights into how primary school-aged students learn to spell in Standard English (for review see Treiman, 2017a). Moreover, the focus has largely been on students enrolled in the initial years of formal schooling (e.g., Caravolas, Hulme & Snowling, 2001; Ehri, 1999; Sharp, Sinatra & Reynolds, 2008; Treiman & Kessler, 2014) and on sampling profiles associated with dyslexia (e.g., Bourassa & Treiman, 2001; Cassar, Treiman, Moats, Pollo & Kessler, 2005; Richards, Aylward, Field, et al., 2006). The study reported in this article is the first to utilise a mixed methods design to explore the teaching and learning of spelling in the final four years of primary school and within an Australian context. This combined approach was designed to provide a broader picture of not just what students can achieve (in terms of accuracy) but how this relates to their perspective or understanding of the spelling process and their teachers' perspectives of how their students are performing in the context of the instruction methods utilised. In this study, data triangulation of error analyses and semi-structured interviews of students and their teachers generated a rich description of the strategies used and articulated by low-achieving spellers compared with high-achieving spellers across Years Three to Six, aged between eight and 12 years. In this study, self-reports provided by the teachers and their students during the interviews revealed insights into the complexities of teaching and learning spelling. Their perspectives highlighted the role of the teacher in supporting student learning in spelling.