The Development of Spelling Ability in Emerging Literates: An Investigation of Different Models

Abstract

Purpose – The aim of this paper is to analyse the existing models of spelling development. Researchers who have observed children’s writing have not been able to reach a consensus over the development of spelling in children’s initial schooling years. Differing opinions broadly categorise spelling into linear development and non-linear development models. This paper investigates questions like, whether or not spelling stages exist, if the stages exist do they exist distinctly, and can we trace the elements of every single stage throughout a child’s spelling development. Design/Methodology/Approach – A systematic identification of peer-reviewed studies was done for inclusion in this study. Both quantitative and qualitative studies dealing with the theme of spelling development were first scrutinized and then selectively included. From the beginning, it was maintained that the included studies must represent a diversity in deciphering the nature of the spelling development. In order to fulfil this objective, the range of the included studies varies between the pioneer studies of the spelling development from the 1970s till 2017. Findings – The author’s search yields that there is a contradiction between both linear and non-linear models. The linear model asserts that spelling competency develops through hierarchical and sequential stages that move towards phonological to orthographical and morphological writing. By indicating the inadequacy of linear model, the non-linear model suggests that the ability to spell develops through the composite interaction of phonology, morphology, and orthography. By asserting the statistical learning theory, the non-linear model claims that this composite interaction develops non-linearly by rich exposure to printed language materials and writings. Additionally, the nature of the writing system and the degree of phonological and orthographic correspondence also shape the spelling process of a language. Research limitations – The limitation of this study is that it is based on the Latin scripts exclusively. Therefore, the spelling development process concerning the scripts other than Latin is untouched. Originality/Value – This study offers a possibility for integrating the existing models in order to understand the process of spelling development and the aspects of the phonological, orthographic, and morphological awareness of literacy.

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“…Gentry, 2004Gentry, , 2013Judson, 2022;Miles et al, 2019;Pandey & Jha, 2018). Other researchers from Australia recommended a non-linear approach, such as Triple Word Form Theory (TWFT), where spelling was taught through a complex interplay of phonology, morphology, and orthography with exposure to printed material and writing (Daffern, 2022;Pandey & Jha, 2018). The researchers in the United Kingdom supported Structured Word Inquiry (SWI), another approach to spelling based on linguistic principles (Bowers, 2021;Bowers & Bowers, 2017;Colenbrander et al, 2021;Georgiou et al, 2022).…”

“…This conundrum further emphasized the need for multiple teaching strategies to accommodate different learning styles and preferences. Despite their differences, advocates for these methodologies favored using explicit systematic and methodical teaching practices for effectively supporting students (Burton et al, 2021;Daffern, 2022;Pandey & Jha, 2018).…”

“…Some researchers advocated for a linear approach to spelling and phonological instruction, emphasizing a step-by-step scope and sequence or phases to describe spelling and phonological progression (R. J. Gentry, 2004Gentry, , 2013Judson, 2022;Miles et al, 2019;Pandey & Jha, 2018). In contrast, other researchers recommended a non-linear approach such as Triple Word Form Theory (TWFT), where spelling instruction is delivered through a complex interplay of phonology, morphology, and orthography, complemented by exposure to printed material and writing (Daffern, 2022;Daffern & Mackenzie, 2019;Pandey & Jha, 2018).…”

“…Gentry, 2004Gentry, , 2013Judson, 2022;Miles et al, 2019;Pandey & Jha, 2018). In contrast, other researchers recommended a non-linear approach such as Triple Word Form Theory (TWFT), where spelling instruction is delivered through a complex interplay of phonology, morphology, and orthography, complemented by exposure to printed material and writing (Daffern, 2022;Daffern & Mackenzie, 2019;Pandey & Jha, 2018). Despite the ongoing debate over the most effective approach for spelling and phonological instruction, MPTL's curriculum-agnostic adaptability allowed educators to select the most effective approach for their students, accommodating diverse educational philosophies and methodologies.…”