Contemporary Perspectives on Spelling

Contemporary Perspectives on Spelling
Contemporary Perspectives on Learning and Instruction in Spelling
presented by Dr TESSA DAFFERN
Emerging research provides evidence that learning to spell does not proceed in linear stages, and that instruction in spelling should involve much more than simply learning through phonics. Evidence on the effects of phonics instruction on spelling achievement indicates that while explicit phonics instruction may be effective for teaching spelling in Kindergarten and Year 1, for students in Years 2 to 6 a phonics approach is not effective for teaching spelling. Successful instruction in spelling is underpinned by quality assessment procedures and involves systematic integration of multiple linguistic processes via an inquiry approach.
In this course, participants will:
* Challenge existing assumptions underlying spelling development
* Consider Triple Word Form Theory as a conceptual framework in the teaching and learning of spelling
* Be able to draw on research evidence to implement a differentiated model of spelling instruction
* Enrich current linguistic knowledge.
Full day course 
Early bird Regular
+ Membership
Professional Member
35%  $150 $155 $310
Professional Member Digital 35%  $150 $155 $255
Professional Member New Graduate
35%  $150 $155 $240
Professional Member Student
 $120 $120
Non-member  —  $230 $240  —

Early bird rates until 22 April 2019.

Completing this course will contribute 5 hours of face to face PD addressing 1.2.2, 2.1.2, 2.3.2, 1.5.2, 5.1.2, 2.5.2, 3.6.2 3.3.2 from the Australian Professional Standards for Teachers.

6/05/2019 9:00 AM - 6/05/2019 3:00 PM
Ainslie School
33 Donaldson St
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