Student and teacher perspectives on spelling

Abstract

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Capturing variations in how spelling is taught in primary school classrooms in England

“…The findings of the present study suggest that many teachers in England over-rely on a limited range of strategies. This may also be linked to the reported lack of confidence amongst teachers (as suggested in Daffern & Critten, 2019), which reduces the application of a broader range of pedagogical approaches to teaching spelling in response to individual need. This is turn is further constrained by the guidance provided in the National Curriculum.…”

“…Given that the majority of teachers reported themselves as being just moderately confident at teaching spelling, ways to better prepare them to teach spelling and an examination of the clarity of national guidance available should be considered. Daffern and Critten (2019) argue that the teaching of spelling in schools should focus on the development of instructional approaches to spelling that are consistent across schools. The finding that less than one-third of teachers in the present study reported having a spelling policy in their schools and over 50% reported devising their own resources is therefore notable in highlighting the impact of a lack of strategic direction of evidence-informed pedagogical approaches on the consistency of approaches and resources used by teachers.…”

“…Interestingly, interviews with primary school teachers in Australia suggested that despite spelling being a key component in the curriculum, teachers still lacked confidence in teaching spelling, which has impacted on instructional practices. Teachers who expressed low confidence demonstrated a reduced repertoire of strategies to teach spelling, often relying on rote learning or a ‘sounding out’ (phonology) approach (Daffern & Critten, 2019; Daffern & Mackenzie, 2020a). This finding suggests that variability in practice may in part relate to teacher perceptions of their ability to support spelling.…”