Fostering Lifelong Spellers Through Meaningful Experiences.
The authors discuss their classroom teaching experiences with abandoning weekly spelling tests and fostering student participation to improve spelling ability and literacy. It is suggested that traditional weekly spelling tests frustrate and reduce motivation for students having difficulty spelling,...
| Publicado en: | Reading Teacher Vol. 64; no. 8; pp. 599 - 606 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=60759856&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 60759856 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: May2011 vid: 64 iid: 8 pid: 480 pub: Wiley-Blackwell artinfo: ui: 60759856 10.1598/RT.64.8.5 ppf: 599 ppct: 7 formats: fmt: @attributes: type: P size: 292KB tig: atl: Fostering Lifelong Spellers Through Meaningful Experiences. aug: au: Alderman, Gary L. Green, Susan K. affil: Winthrop University, Rock Hill, South Carolina, USA. su: Spelling ability Student participation Spelling ability testing Teaching methods Academic motivation Student attitudes Academic achievement Intellectual development Literacy education Education sug: subj: Spelling ability Student participation Spelling ability testing Teaching methods Academic motivation Student attitudes Academic achievement Intellectual development Literacy education Education ab: The authors discuss their classroom teaching experiences with abandoning weekly spelling tests and fostering student participation to improve spelling ability and literacy. It is suggested that traditional weekly spelling tests frustrate and reduce motivation for students having difficulty spelling, and that success in spelling is directly linked to overall academic achievement. The authors discuss achievement goal theory and review research conducted on the concept and the differences between students interested in appearing intelligent and mastering the subject. Strategies for giving students tasks to promote spelling proficiency, such as having students create images to represent words, personalizing spelling words, and using interactive web sites, are presented. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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