Daffern, T., Thompson, K. & Ryan, L. (2020). Teaching spelling in context can also be explicit and systematic. Practical Literacy: The Early and Primary Years, 25 (1), 8-12.
This article shares a few practical insights from a large intervention study that focussed on building teacher capacity for effective instruction in four Australian Capital Territory (ACT) schools. Results of the overall study demonstrated that all classes where the intervention was taught showed statistically significant improvements in spelling scores. The article focuses on some of the highlights of the intervention design. These include ‘teaching spelling in context’; teaching spelling explicitly and teaching spelling systematically. Within the article are QR codes that take the reader to short video examples.