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The #WritingForPleasure Centre | Real-World Writers | The Science Of Teaching Primary Writing | How To Teach Writing | #WritingRocks |
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Free writing CPD materials - covering all aspects of writing teaching
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Dictation: A spelling tool at best but not a writing pedagogy
"Getting better at dictation isn't the same as getting better at writing..."
https://t.co/zJ8Wjg2Qx5
Dictation: A spelling tool at best but not a writing pedagogy
"Getting better at dictation isn't the same as getting better at writing..."
https://t.co/zJ8Wjg2Qx5
It’s lazy to call it a misspelling: Children’s spelling is developmental
“What if, instead of asking whether a child's spelling is right, we asked what it shows us?”
https://t.co/I6aazWTKCt
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Reading For Pleasure is incomplete without Writing For Pleasure
“A school can succeed in growing readers and still leave many children feeling cold about writing.”
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Precision without transfer: What ‘precision teaching’ can and can't do for writing.
“Plenty of classroom activities make children better at the activity itself. Far fewer make them better writers.”
https://t.co/G4tivPWyni
@clpe1 This is a beautiful thing!
@Suchmo83 Graham & Santangelo (2014) would be the best place to start.
Dictation just makes children better at dictation.
@Suchmo83 Not wrong to ask! A few that measure spelling in children's own writing: Berninger et al. (2002); Graham, Harris & Adkins (2018); Alves et al. (2016); Graham & Santangelo (2014) meta-analysis reports a separate effect for “spelling in writing”…
@Suchmo83 Graham & Santangelo's (2014) meta-analysis found formal spelling instruction improved spelling in children's own writing (0.94).
The best person to speak to on this is Richard Gentry.
@Suchmo83 2/ 100% it's harder. E.g. Bad pedagogy can mean chn avoid words they can't spell conventionally.
I’d argue “hard to measure" is a reason for better studies - not just assuming transfer happens. Spelling in writing is my goal. It’s the outcome that matters most IMO.
@Suchmo83 1/ It’s less common but is done. Graham & Santangelo's (2014) meta-analysis of spelling instruction reports a separate effect for spelling in children's own writing, alongside spelling tests.
@Suchmo83 With Berninger, both spelling groups did identical dictation with feedback. Only the group that also did explicit work on alternative spellings (+ more spelling time) spelled more words correctly in their essays. Dictation wasn't sufficient for transfer…
@Suchmo83 Better spelling of a dictated word shows something. Just as getting 10/10 on a spelling test at the end of the week proves something. My question is whether it reaches children's own writing, which is the step rarely measured.
@Suchmo83 My argument isn't about how spelling is tested. It's about two other things: dictation used as a daily *teaching* routine, and whether what children learn shows up when they write for themselves.
@Suchmo83 4/ So I'd read as support for explicit spelling and proof-reading teaching, with dictation as one way to test it.
@Suchmo83 3/ The test was dictation. Children who practised dictated sentences daily were assessed with dictated sentences, and the comparison group hadn't practised that format. Hence: dictation makes children better at dictation.
@Suchmo83 Oral composition is more complicated because it can mean (and involve) all sorts of things. I can recommend reading Young-Suk Grace Kim’s work on it though: Kim & Schatschneider (2017), Kim (2019) and Kim & Graham (2022).
@Suchmo83 You’d have to read the body of work on the reading/writing connection, not necessarily a specific study. This is a good place to start: https://t.co/V7bMEf3AGC
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