SHEILA KING spoke of Spelling... to DAN TRIPLETT on 09-14-96
SK>-> So using the spelling tools they have (decoding skills and sight
SK>-> words) they make an approximation.  It's close, but no cigar.
SK>-> Over time this approximated spelling _disappears_ completely.
SK>I think what has most people (parents, and teachers who disagree with
SK>the "invented" spelling practice in the classroom) disagreeing with
SK>this practice, is that they DON'T see is disappearing completely.
SK>Children need some incentive or impetus to want to learn to spell
SK>correctly (or at least some of them do). Some teachers who are
SK>allowing "approximated" spelling in their classrooms, are seeming (at
SK>least from the kids point of view) to accept their spellings as being
SK>OK. What message does this send to the student? For some students,
SK>they come away with the message that they don't need to learn to
SK>spell the words correctly.  
I agree that children need to be encouraged (and then expected) to spell 
correctly.  In the earlier stages of spelling the students wouldn't 
necessarily know their spelling was wrong.  If they understood a word 
was misspelled, I would think they could look up the correct way to 
spell it.  Approximated spellings are a child's best attempts.  They are 
(should be) accepted as approximated only and not considered "correct."  
SK>Now, you may say that these teachers are implementing this idea
SK>incorrectly in their classrooms, and I would agree. But, it is
SK>occuring, and that is where the seemingly "irrational" objections are
SK>coming from that do not seem to be based on "knowledge and
SK>understanding".
I agree with your point of view here.  I think that being knowledgeable 
(regarding spelling stages) is important if one is to understand fully 
why allowing approximated spelling is important.  Certainly if a 
kindergartner uses approximated spelling (and many do) I would not 
concern myself with spelling because it would be pointless.  They 
haven't grasped enough phonetic concepts and haven't had enough 
experience with the irregularities of spelling.  But when children begin 
to "mature" (from experience with writing and age) it is important to 
begin in small steps teaching spelling (in non-traditional ways -- and 
it doesn't matter to me if a teacher throws in some more traditional 
ways along-side...what ever it takes).  By third grade I would think 
there would be a heavier emphasis on correcting our spelling errors.  As 
a teacher, I would be concerned if students weren't showing spelling 
progress.
I am in the process of gathering up some information about this topic of 
approximated spelling and will post it when it is condensed a bit.  I 
would be interested in what you think after reading the material.  I 
hope to get to it this week.
Dan  
CMPQwk 1.42 445p
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