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Show LETRS based spelling curriculum 13 There are four phases of spelling development: pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic. During the pre-alphabetic phase, children do not understand the letter-sound relationships yet. During the partial phase, students learn the names and sounds of alphabet letters and use these to generate invented spellings of words. They are able to write the more notable sounds they hear in sequence (Pauliate & Ehri, 2018;Treiman, 2017). Studies on inventive spelling have also shownthat such experiences contribute to both spelling and reading development(Roberts & Meiring,2006; Treiman, 2017). In the full alphabetic phase, students acquire knowledge of the major grapheme-phoneme correspondences so they are able to remember correct spellings by forming complete connections between graphemes and phonemes to write words. In the consolidated phase, children acquire knowledge of larger spelling patterns and use these as well to remember correct spellings. This is needed to remember spellings of multisyllabic words (Pauliate & Ehri, 2018;Treiman, 2017). Teacher’s phonemic knowledge is a significant predictor of spelling growth in students, this suggests the importance of providing professional development to teachers to strengthen their phoneme-level linguistic knowledge, given that teachers’ phonemic knowledge was low on average (Pauliate & Ehri, 2018;Pittman et al., 2022).A series of meta-analyses involving experimental and quasi-experimental studies have concluded that phonemic instruction improves spelling skills (Daffern, 2017). Seven studies (kindergarten and 1st grade involving 388 students) examined explicit spelling instruction with word study that focused on phonological awareness. The studies showed that instruction improved both students’ phonological awareness and spelling skills (Graham & Santangelo, 2014). With phonics, students are taught the most common ways that single letters or groups of letters (graphemes) map onto phonemes. Students are instructed to blend the sounds associated |
