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Running head: Teachers Effort on Correct Spelling K-2

Tamara Congdon 17409414


EDU4TAR
Research Proposal

A study of Teachers Effort on Correct Spelling in the Early Years in Victoria


Tamara J. Congdon
La Tobe University

Table of Contents
Introduction

Page 2

Related Literature

Page 3

Research Questions

Page 7

Method

Page 7

References

Page 10

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Introduction
Writing is a tool for communicating ideas and thoughts through text, which needs to
be learnt and developed gradually. Learning to write should be in conjunction with learning
to read and understanding how sounds are put together to form words; Chomsky (1971) even
proposed students should learn to spell first, and then read (cited in Ehri & Wilce, 1987).
Teaching phonemic awareness through spelling was shown to be a major contributor to
reading acquisition (Ehri et al., 2001). Learning to spell is a mentally challenging task which
involves demonstrating knowledge of phonological awareness skills and knowledge of letters
and letter-sound correspondences to mimic conventional writing (Aram, Abiri, Elad, 2014).
Just like learning anything, spelling is a gradual process which is developed over time.
According to the Australian National Curriculum (VCAA, 2015), Foundation student explore
rhyming words to recognise word families (for example, sat, fat, rat, all have /at/ the end of
the word and makes the same sound), Level 1 students are learning to build on word families
from one morpheme (for example, play, played, playing), and Level 2 students expand their
knowledge to how to use digraphs, long vowels, blends and silent letters to spell words, and
use morphemes and syllabification to break up simple words and use visual memory
to write irregular words (VCAA, 2015). Victorian Curriculum Assessment Authorities
(VCAA) even suggests that students reread their writing collaboratively to check that they
communicate what they intended (2015).
Throughout the years, educators have taught spelling through a form of testing;
students receive a list of words to practise during the week and on Friday that have a test to
show their learnt words. In the 1980s, practising these words went from the traditional
methods to a self-correction strategies, known as Look, Say, Cover, Write, Check method,
which is predicted to be still being used in Victorians classrooms today. Spelling classes often
involves writing their word list a specified number of times (using the Look Say Cover Write

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Check method, and spelling activities such as alphabetizing the word list, using the words in
stories and sentences, or doing assigned pages from a spelling book (Wirtz, Gardner, Weber,
& Bullara, 1996). It has since been discovered that while learners often got spelling words
correct in the test, students could not transfer this to their writing (Beckham-Hungler &
Williams, 2003; Bromley, 2007).
Fresch (2007) did a National Survey on teachers beliefs about spelling in America.
She found most teachers (years 1-5) used a traditional memorization method but were
unsatisfied with the students ability to then use these words in their writing, and requested
professional development on this area. Adding to this, Mackenzie (2014) performed a study
on American teachers beliefs about what is important in early years when learning to write.
Although they all said for students to make meaning, when asked to reflect on a childs
writing and drawing, they mainly focused on the conventions of the written text, often not
mentioning the drawing at all. Teachers beliefs about writing and spelling is evident through
their actions and correction processes, which are naturally reflected to parents and students
(Mackenzie, 2014; Rivalland, 2007).
Phonemic awareness and spelling needs to be explicitly taught in the early years,
however, teachers beliefs reflect on how this is taught and marked.

Related Literature
This study looked into studies where it found the type of feedback is important
depending on who you are giving it to, learners go through a natural progression of learning
to spell; and students that self-correct their own work is more likely to improve spelling of
those words later.

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Feedback

It has been proven in many studies that written correction on writing pieces is not
helpful (Freedman, Greenleaf, Sperling, 1987; Barksdale-Ladd, King, 2000; Wirtz, Gardner,
Weber, Bullara, 1996). This leads us to the question, what is the best feedback to give?
Freedman, Greenleaf, Sperling (1987) have done research into what feedback students find
the most helpful. They found that 1-1 verbal conference with the teacher is the most effective
feedback, but due to time, this cannot happen often. Year 9 students prefer written feedback
on their final draft writing piece to see progression and improvement through grades.
According to their findings, peer feedback is only most effective years 3-8 (Freedman,
Greenleaf, Sperling, 1987). Brookhart (___) mentions that timing, amount, mode and
audience are the aspects to keep in mind when giving feedback; it is important to not only
give a few things to improve on but to give learners positive reinforcement too. Hattie &
Timperley (2007) suggests using three feedback questions with the students; where am I
going, how am I going, and where to next? This puts students in charge of their own learning
and uses the skills of self-moderation.

Natural progression of learning to spell


Young learners do not simply pick up a pencil and are able to write and spell
perfectly; they have to learn gradually as their motor skills improve and they get a greater
understanding of the written language (Levin & Aram, 2013). Wilde (1990) explains through
this example: babies do not start talking through sounds, they start by babbling first, which is
equivalent to scribbling before writing (p. 281). Cooper, Kiger, Robinson, & Slansky (2005),
describes five phases learners go through when learning tCo write; picture-writing phase,
scribble-writing phase, random letter phase, invented spelling phase, conventional writing

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phase. The picture-writing phase is using shapes to tell something in a form of a picture, the
earliest way to communicate through text (Cooper, Kiger, Robinson, & Slansky, 2005). From
there learners go to scribble-writing stage, where they add linear drawings to represent text
(Barratt-Pugh, 2007, Levin & Aram, 2013; Wilde, 1990; Cooper, Kiger, Robinson, &
Slansky, 2005). The next stage of is random letter phase where students are recognising letter
formation but cannot link to the sounds of the targeted words (Levin & Aram, 2013). This
then progresses to invented spelling phase where knowledge of phonemic letters is apparent
in their writing, then finally to the conventional writing phase where students are able to
spell most words correctly and are refining word choices to suit their purpose (Cooper,
Kiger, Robinson, & Slansky, 2005, p. 321).
This research is focusing on learners in the invented spelling phase. By Cooper,
Kiger, Robinson, & Slanskys (2005) definition, invented spelling is the child associating
letters and sounds but not using entirely conventional spelling (for example, students would
head the /f/ in phone so will spell it fone) (p. 510). Although this is a natural progression
in writing, some students may not be given the opportunity to experiment and explore sounds
in their environment that nurtures this stage. Having said that, most classrooms supports
learners in this and gives them a chance to actively engage with their written system (Levin &
Aram, 2013; Aram, Abiri, Elad, 2014). In a study, Clarkes (1988) study have shown us that
students invented spelling can increase their independence and can gain a greater skill in
spelling than those students who were encouraged to spell correctly. It is necessary that
students have the chance to explore this stage and make mistakes in writing, as it is seen to be
vital in the development of writing ability (Haswell, 1988, cited in Barksdale-Ladd & King;
Wilde, 1990).

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Student self-correction
Self- correction is not a new aspect to education. In the 1980s researchers found that
self-correction techniques to learning spelling words was a valuable technique for students
(Wirtz, Gardner, Weber, & Bullara, 1996; McGruffin, Mortz, & Heon, 1997). However,
studies have shown that student self-correction can and should be done in writing and should
be done in all the stages of writing; it is an important role in learning to spell (Turbill, 2000,
cited in Beckham-Hungler & Williams, 2003; Wilde, 1990; Graham & Harris, 1993). Wilde
(1990) suggests teachers underline three spelling mistakes that then are corrected by the
student by prompts around the room. Students will eventually learn to find the incorrect
words themselves so they can be in charge of their own learning and not be dependent on the
teacher (Wilde, 1990). Sometimes, teachers would not look at their work until the final copy
because the students work will be on display and they know the importance of spelling
(Barksdale-Ladd & King, 2000).
There is plenty of research done on improving spelling through tests, feedback and the
benefits of self-correction techniques, but there is very little, or none, which focuses on what
the teacher is doing to aid the learners in their writing through the form of correction. Studies
have shown it is not necessary to correct every word in students writing, as they are not
learning from it anyway. The point of assessment is to inform teachers, and students, of
students learning, however are teachers giving feedback in response to what students know?
It ends up being mostly for the parents and school, who judges teachers production through
correcting their students work. Wilde (1990) suggests what to say to parents to inform them
about this correction method: that students need to be independent spellers, it is a long term
goal and therefore more likely for information to be retained when learnt, and also to
remember that is only spelling! - students should be more focused on expressing themselves
through writing (p. 286). This study does not suggest that teachers should not make small

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markings on the page; for example, an underline or a tick for a correct word is encouraged as
it is selected correction. The correction needs to be strongly connected to the learning
intension for that lesson (Barksdale-Ladd, King, 2000).
This study will focus on what correction methods Victorian teachers are currently
using in their early learners classrooms. This study proposes self-correction, along with
selected correction from the teacher be done to improve students spelling in writing.

Research Questions
In order to suggest ways to improve correction methods, it is necessary to obtain primary
data on what teachers are doing currently and their philosophies on what is effective. This
research proposal recommends teachers in the younger years select a couple of words to
underline, then encourage students to correct the words from prompts around the room. This
puts students in charge of their own learning and ultimately encourages the natural flow of
spelling. The study will be exploring this proposed method and if it improves students
spelling in writing in the early years. This study will be focusing around these two questions:
1) What correction methods do Victorian teachers use with their students K-2?
2) Does self-correction, along with selected correction, improve students spelling in
their writing?

Method
This study requires two parts of the research in order to answer the key questions
above; 1) a questionnaire that displays teachers current beliefs and practices, and 2)
reflections and results from twenty-five teacher that implemented this method for a term in
their classrooms.

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Part 1 questionnaire was designed from the study by Fresch (2007), who interviewed
a vast number of teachers with the use of pre-service teachers on placement. This method was
more successful in the number of returned, as opposed to surveys mailed to teachers. The
focus of part one of the study is to find out Victorian teachers beliefs about spelling and what
systems have they implemented in their early years classrooms and why. The questionnaire
will focus on teachers beliefs in student self-correction, influences and current practices.
This is an important task to do because there is very little research about what Victorian
teachers in the 21st century believe about correction methods and finding this out will identify
the needs for new spelling programs. Two hundred third year pre-service teachers from
Latrobe University from four different campuses (fifty students each from Bundoora, City,
Bendigo and Albury-Wodonga), whom have volunteered, will be receiving questionnaires in
hope that they ask their mentors these questions during practicum (this is ideally in the
Assessment and Reporting subject they are completing in their course). Students will have
three months to submit their questionnaires from the time they received them; this can be
done electronically for convenience. The La Trobe campuses are located all over Victoria so
pre-service teachers will be attending schools from the city, urban suburbs and country
schools from all socio-economical areas.
Part two of this research involves teachers trial of a method in correction techniques.
The final question on the questionnaire in part one asks mentor teachers if they would like to
be part of a study to help improve their methods in correction purposes. Twenty-five teachers
K-2 will be funded for this study and preferably are from different areas of Victoria to cover a
wider area. These early years teachers will receive Professional Development on the method
of self-correction and selected correction in the classrooms and will include the importance of
attitudes towards students invented spelling and how move from valuing spelling
conventions to valuing meaning in their writing. Teachers whom are selected will attend one

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full day of Professional Development and are required to implement this method the
beginning of Term 3. Teachers will pick out two writing samples from five of their students;
one from the beginning of Term 2 and one from the end of Term 2 this shows how fast that
students progresses normally. Teachers fill out a results page for each student, answering
these questions about the writing; number of high-frequency words spelled correctly, use of
wow words (words that are not every day words), length of passage and overall confidence in
writing (on a scale of 1-5 judged by the teacher). Teachers will introduce self-correction as
recommended in the professional development course and will continue this for one term.
The teachers will then look at another writing piece done in the last week of term and transfer
the new findings to the results page to see improvements in the students writing, based on
the 4 aspects. The teachers will send these results papers to the research facility, along with a
written reflection on how they found this method, how well it worked, and will they
recommend this to any colleagues. The results from this will give solid evidence to the
effectiveness to the self-correction and selected correction spelling technique in the early
years. It is clear that spelling tests are not working and teacher correction is not effective, this
will show whether this method is effective and whether further research and teacher training
should be done for more teachers.

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