Essay - The Three Paradigms of Spelling Instruction Introduction the Three Paradigms...

The Three Paradigms of Spelling Instruction

Introduction

The three paradigms of spelling instruction are presented and comp*****d in the article, 'Three ***** of ***** instruction in grades 3 to 6' (Taylor-Heald, 1998).

In this article the three paradigms are identified as ***** traditional, the transitional, ***** ***** student-oriented. Each of these ***** is a model for teach*****g children the basic and fundamental concept ***** spelling.

In this research paper, Taylor-Heald's article will be used as a b*****sis for identifying each of the methods. Firstly, from the article by Taylor-Heald we will describe each method, how it is utilized and also discuss ***** view on each of ***** methods.

After looking at each of the methods separately, ***** will then briefly examine the major differences between ***** methods.

We ***** then discuss the implicati*****s of each of the methods, including how each method is used and the benefits of each *****. This will ***** include ***** at various other ***** studies that offer perspectives on the teaching of spelling.

Finally, we will c*****clude ***** s*****ing how the student-oriented approach does appear to be the most promi***** approach, just as Taylor-Heald suggests.

The Traditional Paradigm

The traditional paradigm, as the name *****, is ***** main method of instruction that has *****en ***** in the American school system to teach spelling and also to teach ***** ********** of language.

The method is based on students being taught vocabulary in the ********** of words that do not relate to each other. These ***** are random and have no relationship to ***** other, or to anything else being ***** to the students.

The *****er gives *****se words to the students, with ***** students expected to memorize them and the ***** ***** tested on this at ***** end of the week.

***** ***** assumes th***** students k*****w nothing at ***** beginning and that all information must be given to them. This ********** the idea that children have no k*****wledge of words, sounds or *****.

With this approach the teacher's position is as the information giver, where it is *****sumed that the only ***** the children have, come from ***** teacher.

Taylor-Heald (*****) regards ***** ***** as outdated. It is argued that this method is ***** popular because it is what parents *****sociate learning ***** w*****h, because it was how they learned to spell.

***** Transitional Paradigm

The transitional paradigm is an ext*****ed version ***** the traditional paradigm, developing ***** the traditional paradigm with some changes occurring.

The transitional method makes use of the same process of giving words to students ***** testing ***** on these ***** but ***** incorporates some ***** methods.

The traditi*****al method makes use ***** reading as important in *****s*****ting a child in learn*****g to spell. The importance of reading came about through various research and theories on integration that suggested that there is a direct link between a child's *****bility ***** read and their ability to spell. Based on *****, it is believed that if a student ***** t*****ught to *****, they