Speleen: Wen Doo Wee Beegin? Progressing from Phonetic to Standard Spelling

Montessori Life, Spring 2004 by Woods, Carol

Spelling relies on the stored representations of a word. Learning words one at a time, either from reading or spelling lessons, is a slow process. Montessori noted the mind's love of order. Highlighting ortho-graphic patterns supports this love of order and frees the child to use logical analysis in making spelling choices. Research indicates that all children benefitfrom direct instruction, particularly at the early stages of reading and spelling (Birsh).

According to Diana Hanbury King, "there are reasons for the spelling of all words" (King, p. 108). Knowing as many of these reasons as possible provides a framework for understanding the structure that governs the English language. With knowledge of this structure, children can master spelling.

References

Birsh, Judith, Editor. (1999). Multlsensory teaching of basic language skills. Baltimore: Brookes Publishing.

Chall, Jeanne S. ( 1983). Stages of reading development. New York: McGraw-Hill.

Gillingham, Anna & Bessie W. Stillman. (1997). The gillingham manual. Cambridge: Educators Publishing Service.

King, Diana Hanbury. (2000). English isn't crazy! Baltimore: York Press.

Moats, Louisa Cook. (1995). Spelling development, disability, and instruction. Baltimore: York Press.

Montessori, Maria. (1967). The discovery of the child. (M.J. Costelloe, Trans.). Notre Dame, IN: Fides. (Original work published in 1948.)

Shaywitz, Sally. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.

Sheffield, Betty. (1996). Handwriting: A neglected corner of literacy. Annals of Dyslexia. Vol. 46, pp. 21-35.

CAROL WOODS is teaching coordinator at Montessori Center Room, Inc., in Cincinnati, OH, and a certified Orton-Gillingham tutor.