RON MCDERMOTT spoke of SPELLING BY ROUTMAN to DAN TRIPLETT on 10-15-96
RM>DT>High scores on tests of word lists do not necessarily transfer to 
RM>DT>writing in context.
RM>Which, of course, has nothing to do with spelling itself...
RM>I'd be willing to bet that high scores on word list tests
RM>translates into an ability to spell!
Hold on Ron,,,,high scores on tests of word lists do NOT transfer to 
correct spelling in the context of writing.  So you are saying that the 
ability to spell correctly on a word list test is the goal even though 
this spelling ability is not consistent in the student's written 
material? 
RM>DT>What is recommended by research is lots of purposeful reading and 
RM>DT>writing in literate environments where children are encouraged to 
RM>DT>invent and try out as best as they can.
RM>I can see this as a means of encouraging writing, and also
RM>of fostering a willingness to TRY to spell, but I don't see
RM>this as a "strategy" for learning to spell properly?
It is when spelling instruction takes place in the context of this 
writing.  There are many instructional strategies teachers can use with 
this approach.
RM>DT>Like the language processes, spelling is developmental,
RM>EVERYTHING is developmental, but writing is NOT the same
RM>as language (natural development);
It is natural when a child is immersed in a literate classroom 
environment and writing activities are a daily occurance.  Children who 
are not exposed to language will not learn to speak either.  Language is 
taught only in a language rich environment.  Children use language in 
developmental stages beginning with simple sounds and progressing from 
there.  The early writings of man (symbols) show clearly the natural 
need to communicate through writing.  The environment is essential to 
any "natural" developing process.
RM>DT>Through daily practice and teacher guidance, the child 
RM>DT>gradually moves towards conventional spelling. 
RM>And here's where the potential problems develop!  WHAT type
RM>of "practice"; more reading and writing only?  WHAT teacher
RM>"guidance"?  A new teacher, reading this, would be left to
RM>assume that spelling lists are a bad thing, and that the
RM>students are better served doing a lot of reading, writing,
RM>and "risk taking", yet there is nothing in the above which
RM>supports the notion that for SPELLING there is anything
RM>better than word lists.  To promote WRITING in context, or
RM>to develop a love of reading, a spelling list is of little
RM>good, otoh... One needs BOTH... Imo, of course....
If a new teacher is relying on information posted here only for guidance 
then they are not using well what they were taught in college.  The 
things I have discussed here I have studied in college.  We can discuss 
the specifics if that is what you are asking for.  By the way, I would 
probably use a spelling list of some kind in my spelling program but not 
the traditional list approach.  I agree with you that Both writing in 
context and word lists are important.  I just wouldn't do the weekly 
test thing.  IMO it is a waste of time...
Dan
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