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The decoding/spelling curriculum: integrated decoding and spelling instruction from pre‐school to early secondary school
Author(s) -
Henry Marcia K.
Publication year - 1997
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(199709)3:3<178::aid-dys82>3.0.co;2-w
Subject(s) - spelling , morpheme , psychology , curriculum , linguistics , decoding methods , syllable , mathematics education , primary education , computer science , pedagogy , natural language processing , speech recognition , telecommunications , philosophy
Decoding instruction is often thought of as an activity appropriate only for primary grade students. In addition, it is usually separate from spelling instruction, i.e. patterns that may be taught for decoding are not necessarily taught for spelling or found in words taught for spelling. Many students beyond the primary grades require on‐going instruction for word analysis and spelling, especially as they meet multisyllabic words in their literature and textbooks beyond the middle primary years. These words often contain Latin and Greek roots and affixes. This paper describes a curriculum for the integrated teaching of decoding and spelling instruction useful for students in pre‐school through early secondary school or higher. The framework for the curriculum and instruction is one based on both the structure or patterns in words (i.e. letter–sound correspondences, syllable patterns, and morpheme patterns) and the primary word origins found in English words (i.e. Anglo‐Saxon, Latin, and Greek). © 1997 John Wiley & Sons, Ltd.