-> So using the spelling tools they have (decoding skills and sight
-> words) they make an approximation.  It's close, but no cigar.  Over
-> time this approximated spelling _disappears_ completely.
I think what has most people (parents, and teachers who disagree with
the "invented" spelling practice in the classroom) disagreeing with this
practice, is that they DON'T see is disappearing completely. Children
need some incentive or impetus to want to learn to spell correctly (or
at least some of them do). Some teachers who are allowing "approximated"
spelling in their classrooms, are seeming (at least from the kids point
of view) to accept their spellings as being OK. What message does this
send to the student? For some students, they come away with the message
that they don't need to learn to spell the words correctly.
Now, you may say that these teachers are implementing this idea
incorrectly in their classrooms, and I would agree. But, it is occuring,
and that is where the seemingly "irrational" objections are coming from
that do not seem to be based on "knowledge and understanding".
Sheila
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