DT>"While we do need to continue to teach spelling, current research in 
DT>spelling does not support the heavy emphasis on drill and weekly 
DT>spelling tests, which are prevalent in most classrooms.
The question is, of course, what research?
DT>High scores on tests of word lists do not necessarily transfer to 
DT>writing in context.
Which, of course, has nothing to do with spelling itself...
I'd be willing to bet that high scores on word list tests
translates into an ability to spell!
DT>What is recommended by research is lots of purposeful reading and 
DT>writing in literate environments where children are encouraged to 
DT>invent and try out as best as they can.
I can see this as a means of encouraging writing, and also
of fostering a willingness to TRY to spell, but I don't see
this as a "strategy" for learning to spell properly?
DT>Like the language processes, spelling is developmental,
EVERYTHING is developmental, but writing is NOT the same
as language (natural development); if it were, there would
have been writing societies throughout history.  Writing
did develop early on, but not so early as language....
DT>.. and the child needs support for his approximations and 
DT>risk taking.
It's certainly worthwhile to foster these things or risk
passivity...
DT>Through daily practice and teacher guidance, the child 
DT>gradually moves towards conventional spelling. 
And here's where the potential problems develop!  WHAT type
of "practice"; more reading and writing only?  WHAT teacher
"guidance"?  A new teacher, reading this, would be left to
assume that spelling lists are a bad thing, and that the
students are better served doing a lot of reading, writing,
and "risk taking", yet there is nothing in the above which
supports the notion that for SPELLING there is anything
better than word lists.  To promote WRITING in context, or
to develop a love of reading, a spelling list is of little
good, otoh... One needs BOTH... Imo, of course....
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