Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies

dc.creator	Annalene van Staden
dc.date	2011-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:27:53Z
dc.date.available	2015-08-12T11:27:53Z
dc.identifier	10.5785/26-1-11
dc.identifier	0259-2312
dc.identifier	2224-0012
dc.identifier	https://doaj.org/article/852e40b7138d4f87be99e5791c11d9c9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30532
dc.description	<em>This paper discusses two key cognitive theories underlying spelling acquisition, i.e. the developmental stage theory and the overlapping waves theory. Within the developmental stage framework, learning to spell is viewed as a process of moving from spelling that represents sound to spelling that represents meaning, following a sequence of qualitatively distinct stages in a linear fashion. In contrast, proponents of the overlapping waves theory emphasise the use of different instructional approaches at any given time. This model is process-orientated and stresses the adaptation of strategies to meet the needs of the task. Other researchers maintain that spelling is a natural process and emphasise the importance of invented spelling practices and creative writing embedded in whole-language programmes. There is, however, a lack of research validating the efficacy of an exclusively naturalistic approach to spelling. In general, research findings support a combination of incidental learning and direct instruction as most beneficial for learners with spelling problems. Thus, this study was undertaken to develop a visual imagery programme for Grade 3 learners by compromising between direct instruction in specific spelling skills (i.e. visual imaging strategies) whilst also immersing learners in meaningful authentic reading activities. It was hypothesised that the spelling abilities of Afrikaans-speaking Grade 3 learners can be improved significantly by exposing them to a spelling programme that focuses on visual imaging, immediate feedback and self-correcting strategies. Researchers opposed to visual teaching methods for spelling moreover postulate, among other things, that learners with auditory preferences will not benefit from a visual approach to the teaching of spelling. In this empirical study the possible relation between preferential learning styles and spelling performance was also investigated. </em>
dc.language	English
dc.publisher	Stellenbosch University
dc.relation	http://perlinguam.journals.ac.za/pub/article/view/11
dc.relation	https://doaj.org/toc/0259-2312
dc.relation	https://doaj.org/toc/2224-0012
dc.source	Per Linguam : A Journal of Language Learning, Vol 26, Iss 1 (2011)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Improving the spelling ability of Grade 3 learners through visual imaging teaching strategies
dc.type	article