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Graphology and spelling

Graphology and spelling. Objectives Define the term ‘graphology’ Identify problems with learning to spell Identify good practice in the teaching of spelling Devise plans for teaching spelling using text based activities. Some ideas about spelling Agree or disagree?.

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Graphology and spelling

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  1. Graphology and spelling Objectives • Define the term ‘graphology’ • Identify problems with learning to spell • Identify good practice in the teaching of spelling • Devise plans for teaching spelling using text based activities

  2. Some ideas about spellingAgree or disagree? • If you want to learn to spell, you should read more. • There’s no logic in English spelling – that’s why it’s so hard. • There is one correct way to learn spellings. • People make spelling mistakes because they don’t speak properly. • If you get stuck, just sound it out.

  3. Good spellers have a store of word pictures in their mind which they refer to when they want to spell a word • Learn the rules, then you’ll be able to spell. • Look it up in the dictionary. • Writing a word helps you learn to spell it. • Good spelling isn’t important. It’s the ideas that count. • You’ll put students off if you correct their spelling.

  4. The history of English Spelling • Christian missionaries replace 31 Old English runes with 23 Latin letters (and add æ, θ, ð, þ) • Norman scribes introduce French conventions (cw → qu, h → gh, u → ou etc.) and innovations (luve → love, sun → son) • the “Great Vowel Shift” from C15th → C18th - pronunciation moves away from spelling: • /a:/ → /ei/ /i:/ → /ai/ etc. • 1476 Caxton’s printing press: new technology “freezes” old phonetic spelling of vowels and other words (e.g. knee, time)

  5. C16th scholars demonstrate the classical roots of words: • dette → debt (debitum), doute → doubt (dubitare), igland → island (a false analogy with insula) • reformers extend rules, so gh in night and light now in delight and tight • C16th/C17th travel, C18th/C19th imperialism, C20th globalisation bring loan words – foreign spelling maintained • George Bernard Shaw  Noam Chomsky 

  6. Complexity of spelling • linguistic • cognitive • social • affective • HUGHES, N. & SCHWAB, I. (2010) Teaching Adult Literacy: Principles and Practice Maidenhead, Berks. Open University Press

  7. Graphology • The study of the systems of symbols that have been devised to communicate language in the written form – linguistic graphology • Analogy with phonology • Phoneme – smallest unit of sound • Grapheme – smallest unit in a writing system which can cause a contrast in meaning • cat – bat c and b different graphemes • Main graphemes – 26 letters of alphabet

  8. Using different strategies • In pairs identify some strategies which you could use to remember spellings from the list below. • interesting • address • accommodation • + words that your learners need

  9. Diagnosing difficulties/ developing individual spelling programmes Consider: • What words are useful/relevant? • Best method/methods linked to individual learning style • Multi-sensory approaches ‘Look, say, cover, check, write’

  10. Using the text that you have been given as a starting point, devise a group session to develop learner spelling. Include: • Exploration of spelling issue from words in the text • Opportunities for learners to suggest strategies for difficult words • Practice activities for spellings • A writing task that draws on the themes of the text and uses a selection of the words

  11. References: • ABELL, S. (1997) Helping Adults to Spell: Basic Skills Agency • CRYSTAL, D. (2003) The Cambridge Encyclopaedia of the English Language (2nd edition) Cambridge: CUP • FROMKIN, V. (2003) An Introduction to Language (7th edition) Boston: Thomson • HUGHES, N. & SCHWAB, I. (2010) Teaching Adult Literacy: Principles and Practice Maidenhead, Berks. Open University Press • MILLAR, R. and KLEIN, C.(1990) Unscrambling Spelling: Hodder, • www.spellingsociety.org • homepage.ntlworld.com/vivian.c

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