Spelling...it's not just a byproduct of reading! The relationship between spelling and reading is deeply interconnected, relying on a shared foundation of knowledge about the relationships between letters and sounds, orthography, and morphology. Utilizing key findings from research, this session will provide participants with strategic routines grounded in structured literacy principles that build student mastery in the accuracy and automaticity of sound-symbol correspondences to improve student spelling. Educators will walk away with a multisensory approach to spelling, targeting phonemic awareness, phonics, and orthographic knowledge so that students will simultaneously access multiple pathways in the brain in order to dramatically increase students' spelling skills and confidence.
Learning Objectives:
- The learner will examine evidence for instruction in phonics and encoding from the What Works Clearinghouse IES Educator’s Practice Guide for Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
- The learner will discuss the importance of the Six-Step Explicit Phonics Lesson with emphasis on Introducing a Sound Symbol Correspondence and Encoding with dictation
- The learner will contrast the brain processes involved in decoding and encoding and how encoding supports orthographic mapping.
- The learner will view and discuss the introduction of a Sound Spelling Card routine
- The learner will view and practice the dictation routine
- The learner will discuss the benefits of teaching sound-symbol correspondence with a multimodal approach
Credit Reflection Questions:
1. Explain how encoding differs from decoding.
2. How does encoding practice benefit students' ability to orthographically map words for automatic retrieval?
3. What is the value of explicitly teaching sound symbol correspondence and providing students with lots of repetition?
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