Spelling: teaching and learning spelling
Colin Harrison and Greg Brooks | View as single page| Feedback/Impact
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Spelling Evidence How DO children learn to spell Identifying spelling problems Spelling - WHAT should we teach? Online spelling resources for teachers Intervention studies that improve spelling |
Table for analysing and coding an individual's errorsTable of Illustrative errors, with codings Note: This is not intended as a model for every classroom, but rather an illustration of all the categories described in the other pages of this site. For simplicity, each example contains only one error. Key to main categories: O = Omission; I = insertion; S = substitution; T = Transposition; GS = grapheme substitution For an explanation of the other categories see the Other categories of spelling page. ret = wrongly retained; om = wrongly omitted; non = consonant wrongly not doubled; wrong = consonant wrongly doubled. |
