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Show LETRS based spelling curriculum 18 there must be evidence that the two words share the same diachronic etymology (Bowers & Bowers, 2017). There are five stages of learning to spell, from scribbling to being able to spell correctly: preliterate, phonemic awareness skills, orthographic patterns, morphological awareness, and etymology. Recent spelling theories have considered an overlapping model of development wherein students are able to use the five stages of learning to spell. All stages are learned simultaneously but switch reliance on different strategies over time. The overlapping stages are different depending on the developmental spelling theory. Students learn the origin of words at all development stages; however, it may be seen more often in the older grades (Hutcheon, 2012). Teacher Linguistic Knowledge Teacher linguistic knowledge informs spelling instructionand benefits students’ spelling gains (Carreker et al., 2010; Ehri & Flugman, 2018; McNewill, 2018; Pittman et al., 2022; Pittman et al., 2023; Pulliate & Ehri, 2018). Thorough literacy-related content knowledge includes phonemes (Ehri & Flugman, 2018), morphemes (McNewill, 2018), syllables, and orthographic patterns (Carreker et al., 2010). Primary educators should be able to explain spelling patterns based on phonological, morphological, and orthological characteristics to help students reach the conventional stage of spelling (Pittman et al., 2023). Informed teachers are more sensitive to individual students' needs and specific learning stages (Carreker et al., 2010). For example, it is necessary to differentiate instruction to accommodate different spelling abilities of students (Pulliate & Ehri, 2018). Teachers who do not have spelling-related training and have a lack of experience resort to using repetition and memorization spelling activities (Pittman et al., 2023). Research shows that student literacy improvements are the result of the |
