SHEILA KING spoke of Whole Language 2      1/3 to RUTH LEBLANC on 08-30-
96
SK>->       * development from simple to complex
SK>->       * development from concrete to abstract representation
SK>->       * self-correction
SK>->       * refinement
SK>->       * successive approximation of correct spelling
SK>I'd more willing subscribe to statements Chuck Beams has made, in
SK>which he points out that persons (children) who are exposed to
SK>incorrect spellings initially, which must be corrected, end up having
SK>greater difficulty learning correct spelling.
The analogy regarding learning to spell and learning to speak works if 
one considers the point that when children learn language it is learned 
naturally.  I think the suggestion is that spelling can be learned in a 
more natural way.  Like children who are engaged with language and learn 
to speak as a result, children engaged with words can learn spelling 
conventions more naturally.  I am not speaking of osmosis but a 
deliberate process of teaching spelling that is both meaningful and 
natural to the child.
If Chuck is saying that spelling errors uncorrected over time could lead 
to greater difficulty in learning correct spelling then I could agree 
with that.  However I suspect that Chuck is not basing his thoughts on 
any research data but rather echoing the concerns of some of the critics 
of "inventive" spelling (which is also being called "transitional" 
spelling, a term that is more accurate.)
 
Robert Hillerich is Professor of Education at Bowling Green State 
University.  He says that the research in spelling instruction is in 
more agreement (as to what works best) than in any other area of the 
curriculum.  In his book, *Teaching* *Children* *to* *Write* *K-8* he 
says that the traditional approach to spelling is a "waste of time."  
Correct spelling, says Hillerich, should not be an academic topic but 
belongs in the class of etiquette.  Students should be helped to realize 
that they need not be concerned about spelling with everything they 
write any more than you or I as adults worry about our every day 
spelling.  "Only when we do a finished piece of writing that is leaving 
the confines of our close group do we, as adults, concern ourselves with 
the correcting the final copy."  I should mention he clarifies that this 
is his personal view backed only by his experience in working with 
elementary school children.
This author suggests that word lists are the most effective way to learn 
spelling.  He stated that numerous studies have been done comparing the 
success of children in a rule-oriented workbook approach with the 
success of children who merely studied a word list.  "Consistently, 
those youngsters who do not learn phonic rules for spelling are better 
spellers."  
He goes on to describe word lists and how to use them.  It's an 
interesting book and I don't think he is coming from a whole-language 
perspective.  He has word lists, pretest and test, word studies, 
recording of spelling progress.  I would think that these are ideas we 
would all agree on.
Dan 
CMPQwk 1.42 445p
BEST SELLERS: "Speling Maid Eezy" by Dan Quayle.
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