DT>High scores on tests of word lists do not necessarily transfer to 
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!
DT>Hold on Ron,,,,high scores on tests of word lists do NOT transfer to 
DT>correct spelling in the context of writing.
Hold on yourself... The top statement does not say what you
are saying in the statement above...  "Do not necessarily"
means, to me, that we really don't know...
DT>Through daily practice and teacher guidance, the child 
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....
DT>If a new teacher is relying on information posted here only for guidance 
DT>then they are not using well what they were taught in college.
Agreed, but they're new, inexperienced; they will tend to
accept what appears to be "expert" opinion...
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