Capturing variations in how spelling is taught in primary school classrooms in England. (14th July 2022)

• Record Type: Journal Article
• Authors: Esposito, Rosanne; Herbert, Elisabeth; Sumner, Emma
• Is Part Of: British educational research journal. Volume 49:Number 1(2023)
• Page Start: 70
• Page End: 92
• Publication Date: 2022-07-14
• Subjects: National Curriculum -- primary education -- spelling -- spelling policy -- teaching spelling; Education -- Research -- Great Britain -- Periodicals; Éducation -- Recherche -- Grande-Bretagne -- Périodiques; 370.7
• DOI: 10.1002/berj.3829
• Languages: English
• ISSNs: 0141-1926

Abstract

Abstract: Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary‐based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents' teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two‐thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed.