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Show LETRS based spelling curriculum 11 In 1919, Horn’s first principle of effective spelling instruction was advice from history that still rings true today: Do not depend solely on the incidental teaching of spelling (P an et al., 2021). The advantage of explicit overincidental instruction is that it enables teachers to ensure that their students receive training that builds spelling proficiency, rather than attempting to engineer those teachable moments that incidental instruction relies on (Pan et al., 2021). Four Major Linguistic Components for Spelling Instruction The current research indicates that spelling instruction, much like reading instruction, needs to be explicit with a phonological, morphological, etymological, and orthographic approach (Puliatte & Ehri, 2018).Spelling is a wordformation and problem solving process, not simply memorization of spelling rules and forms (Daffern, 2017). Decoding words and spelling rely on the integration of the four linguistic components: orthography (i.e., -sequence of letters), phonology (i.e., -letter sounds), morphology (i.e., -word parts with meaning), and etymology (i.e., - historical origin of words) (Bower & Bower, 2017; Daffern, 2017). English has the reputation for being a very complex language, however, linguistics of English spelling is highly logical (Bower & Bower, 2017). Therefore, a logical framework with the four linguistic components in the curriculum can give teachers the reassurance needed to teach spelling. Encompassing meta-language in the instruction of spelling supports student’s understanding of the linguistic components of written words. “Meta-language is a language system characterized by explicit description and analysis of how a language works” (Daffern, 2017, pg. 423). Therefore, a spelling practice that utilizes metalanguage should attribute to spelling components such as phonological, orthographical, morphological and etymological processes. If teachers are expected to encourage their students to build a collection of spelling |
