My students know the phonograms, and they are reading quite well, so why do they continue to misspell words when they write?
A. Spelling is more difficult than reading because students must hear the spoken word, break the word into sounds or syllables, then write the phonograms/syllables which represent the speech sounds. They must determine whether there are alternative spellings for a particular speech sound and whether a rule governs which phonogram to write. Spelling requires higher-level thinking and two types of practice. First students read the Ayres words daily for spelling and reading. When students read for spelling, they say individual sounds in one-syllable words and syllables in multisyllable words. This process trains students to think sequentially for spelling and writing. Students also need the opportunity to “work with the difficult words” after the dictation lesson is over. Have students write sentences using those words and explain how English rules determine the spellings. Given practice reading Ayres words for spelling and using these words in original sentences, students will soon be wr
Related Questions
- My students know the phonograms, and they are reading quite well, so why do they continue to misspell words when they write?
- Why does The Writing Road to Reading say first graders should write an average of 30 Ayres words a week?
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