Phonological awareness is critical for learning to read any alphabetic writing system. And research shows that difficulty with phoneme awareness and other phonological skills is a predictor of poor reading and spelling development.
Children may struggle with reading for a variety of reasons, including limited experience with books, speech and hearing problems, and poor phonemic awareness.
Students often think they understand a body of material and, believing that they know it, stop trying to learn more. But come test time, it turns out they really don’t know the material very well at all. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don’t know? Are there any strategies teachers can use to help students better estimate what they know?
This resource brings together three documents that support the teaching of spelling in today’s schools: a discussion of why spelling matters, a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. Also included is a downloadable checklist for use in evaluating your own spelling program.
