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DOCUMENT RESUME ED 357 335 CS 011 305 AUTHOR Von Lehmden-Koch, Cheryl A. TITLE Attitudes of K-6 Teachers towards Invented Spelling. PUB DATE [93] NOTE 13p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Elementary Education; *Elementary School Teachers; Instructional Effectiveness; *Invented Spelling; Rural Schools; *Spelling Instruction; *Teacher Attitudes; Whole Language Approach IDENTIFIERS Ohio ABSTRACT A study determined attitudes of elementary teachers of grades K-6 towards the use of invented srelling. Twenty-nine teachers in two rural school districts in 14..)rthwest Ohio completed a questionnaire designed to investigate the extent of whole language use, spelling strategies taught, and attitudes towards invented spelling. Results indicated that teachers in the primary grades (K-3) were more accepting of the use of invented or phonetic spelling than the teachers in the intermediate grades (4-6). Findings suggest that teachers were not pleased with the way they actually taught spelling and that there was little correlation between how spelling was actually taught and how the teachers thought it should be taught. (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the bast that can be made from the original document. *********************************************************************** Invented Spelling 1 CeZ Attitudes of K-6 Teachers Towards Invented Spelling Cheryl A. Von Lehmden-Koch Kalida Local School District Kalida, Ohio ATTITUDES OF TEACHERS TOWARDS SPELL Running head: "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement MATERIAL HAS BEEN GRANTED BY BEST COPY MAKE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality 4 Points of view or opinions stated TO THE EDUCATIONAL RESOURCES in this document do not necessarily represent cacao INFORMATION CENTER (ERIC)." OERI position or policy Invented Spelling 2 Abstract this study was to determine the The purpose of attitudes of teachers of elementary grades K-6 towards the use of invented spelling. Twenty-nine teachers districts two rural school in in Northwest Ohio completed a questionnaire designed to investigate the extent of whole language use, spelling strategies taught, and attitudes towards Using a Pearson Correlational invented spelling. it was determined that Coefficient, teachers in the primary grades (K-3) were more accepting of the use of invented or phonetic spelling rather teachers than intermediate the grades the in The study also suggested that (4-6). teachers were not pleased with the way that they A tually taught spelling. Teachers indicated on the questionnaire spelling they taught that differently than they thought it should be taught. Invented Spelling 3 Attitudes of K-6 Teachers Towards Invented Spelling Much has been written different about strategies used One major teach spelling. to concern has been the traditional spelling lists workbooks and which spelling seen as is in memorizing words with relationship no the to process of reading and writing (Bartch, 1992). noticed Novelli students performed (1993) that well on weekly tests, but not long after, students ;'argot how to spell these words, and weren't using them in their journals or writings. Students have difficulty attaching meaning to words that they in isolation. Allegations like these have learn made educators other ways in which look at to teach spelling. Whole Language and Invented Spellinq Although many teachers have been introduced whole language and to have adapted easily literature and process writing to their teaching styles, there is still a search for an alternative approach to teach spelling that would incorporate 4 Invented Spelling 4 whole language principles. In the early stages of language movement, many believed that the whole kids would learn to spell through the immersion in reading and writing with lots of opportunities for practice experimentat,on and (Bartch, 1992). Although worked approach this some for well needed strategies others students, still for It was found that when teachers spelling words. reading and writing for didn't model children, students did not discover and notice features of words, despite use literature the of real Wilde (Routman, suggested 1993). (1990) that teacher: should promote wide reading and writing with the use of literature and teach strategy with respect to spelling. Children who are dependent on the teacher to spell every word correctly are unable express freely themselves, thus to stiffling creativity. Invented spelling which is students attempt words by spell an to phonetically, allows kids to concentrate on their messages overconcern without correctness for (Routman, 1993). Invented Spelling 5 to use Although teachers allow students invented spelling when students writing, still need to be held accountable for basic standards, spelling handwriting, high such legible as words frequency correctly, correct and punctuation, so they can take pride in their work Routman (1993) noticed by the (Novelli, 1993). beginning of students fourth almost grade, all were spelling words frequency core high a of "While students should use correctly. invented spelling freely during the primary years, we need to expect most words to be spelled correctly as they get older" (Routman, 1993, p. 39). purpose The purpose of this study was to provide concerning evidence difference between the attitudes of teachers in grades K-3 and teachers grades spelling 4-6 towards invented and in find out additionally teachers are teaching if spelling differently than they thought it would best be taught. Invented Spelling 6 Methods Subjects A total of thirty five classroom teachers of grades K-6 in rural school districts in Northwest Ohio were to participate this study. asked in was complete teacher asked Each to a completed Twenty questionnaire. nine (83%) The mean years, of questionnaires were received. teaching experience was fifteen years, and the taught was third grade for the mean grade level sample of teachers. Measures and ?roceedures A questionnaire approach was chosen as the most practical method for obtaining the desired designed questions were information. The to information such as grade collect taught, level years of teaching experience, extent that whole language is taught, ways in which spelling is and should phonetic which extent taught, be to spelling is modeled and used, frequency of writing words conferences, grade and are that level expected to be spelled correctly. 7 Invented Spelling 7 Attitudes towards Invented spelling and whole language were measured by assigning numbers to responses questionnaire. Pearson on the A Correlation was then conducted between the items grade extent which taught, of the level to teachers let children use invented spelling, and to what extent they model invented spelling. The Pearson Correlation into account each and took every score the three distributions mentioned in above. Results After conducting a Pearson Correlation for variables grade the taught, use of level of and degree to which invented spelling, invented spelling is modeled, results indicated that there was significant difference statistical that a primary teachers (K -3) had more positive attitudes towards spelling invented Intermediate than The correlation coefficient was teachers (K -6). -.4551 which was computed at .05 significance a level of a 2 tail test. Ca Invented Spelling 8 There was also a significant difference between how teachers are teaching spelling and how 12 teachers they think it would best be taught. questionnaire that reported on taught they the spelling book. using spelling traditional a indicated that 12 teachers those However, 8 of should spelling taught be thought they a in language arts block, 2 of the 12 teachers thought spelling should be taught in phonetic word groups, users chose spelling book and the a of 2 language arts block and phonetic combination of word groups. Discussion In this study, teachers in primary grades K-3 displayed more of a willingness to allow students invented spelling than to use teachers did in Although the results of intermediate grades 4-6. this study do not directly indicate why teachers difference grades intermediate have of of a toward invented spelling, attitude several explanations offered. First, possible can be older children should only be inventing new 9 Invented Spelling 9 vocabulary words, uncommon words, and words that them to correctly we wouldn't at expect spell their age or 1993). (Routman, grade In level intermediate grades should addition, children in rules and useful understanding of have an language English generalizations concerning the ability to proofread their written work and an these comments do not Although 1990). (Wilde, do they teachers, beliefs reflect all of the correlate with the majority of teachers response that students should be able to spell most words correctly by 6th grade. Anedotal data also collected from teachers indicated what they thought of invented spelling. For example, a second grade teacher reported that (invented spelling), students can't use "If it only use smaller words that they can they will grade teacher contrast, 5th spell". a In never use invented spelling, commented that "I want to model correct spelling for my because I Most of the other anedotal data also students". collected reflected these same grade level iG