Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in Grades 1, 3, 5, and 7. Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling and vocabulary. Upper Saddle River, NJ: Pearson Education, Inc.īear, D.R. Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.).
Journal of Speech, Language, and Hearing Research, 55, 1587–1599.īear, D.R., Invernizzi, M., Templeton, S.
Linguistic pattern analysis of misspellings of typically developing writers in grades 1–9. Assessment for Effective Intervention, 36(1), 3–6.īahr, R., Silliman, E., Berninger, V. Spell it out: The need for detailed spelling assessment to inform instruction. The results of the testing clearly demonstrated that the CoST can provide teachers and educational researchers with a means to validly and reliably identify individual differences in specific phonological, orthographic and morphological skills associated with spelling.Īl Otaiba, S. Data used to develop and test the CoST were drawn from students in Year 3 and Year 5 across four schools in the Australian Capital Territory (ACT) (n=198). The test is a valid and reliable assessment tool informed by TWFT and developed through a method of analysis suggested by stage theorists. This paper presents the Components of Spelling Test (CoST) as a new approach to spelling assessment. Assumptions about the nature of spelling development have important implications for the way spelling is taught however, many existing assessment systems currently being applied by educators and systems have failed to consider non-linear perspectives of spelling development. Specifically, Triple Word Form Theory (TWFT) suggests that students are capable of drawing on and coordinating phonological, orthographic, and morphological skills from quite early in their spelling development. Stage theories of spelling development have been widely accepted since their conceptualisation in the 1970s but, converging evidence offers support for non-linear models of spelling development.
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