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The Spaulding marking system
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I do not see the purpose of marking words with small numbers, underlining syllables, brackets etc. I was taught phonics back in grade school ( in the 50’s) and we were not taught in this manner. Can anyone help me understand why? And to what purpose except to add more rules that is put upon a child trying to make sense of the spelling of words. My S was taught prior to my homeschooling her these rules with flash cards! My how she had memorized them perfectly! But, when she tried to utilize it in her spelling and reading she failed! Is there an easier way for them to learn without using Orton’s complicated spelling rule markings? I don’t understand these markings,myself, so how can I teach what I don’t understand? Help! A frustrated homeschooling Grandmother!
Obviously there are other ways to do spelling. I’ve never used Spaulding’s methods, so I can’t comment on the markings too much – but there are many methods of teaching spelling.
How old is “S”? If she is younger than 9 or 10, then you could leave spelling for now – and then look at “Spelling Wisdom” from this sight. There is a video (I think it will be on You-tube) of Sonya explaining Studied Dictation to learn spelling – this starts around age 9.
Another popular option – and is what I’m using for my dyslexic son – is All About Spelling….
There are a lot of other options out there too.
We do Spell to Write and Read which uses the Spalding method. I am not an expert, just from doing it with my DD over the last year and starting with my DS this year.
For my DD the physical connection of making the notations helps the rules make sense in reading and also writing. Instead of just looking at a card and knowing the rules, the act of writing those notations really helps the rules “stick”. She only does notations for the actual spelling lists, not in every day copy work or writing. It really helps her read as well, with the sounding out words. Knowing when a silent E is silent, or when seeing “the” that the “th” together says a certain sound.
Have you read about the Spalding method – many times The Writing Road to Reading is available at the library. If you understand how the rules work, teaching them makes a lot more sense. My mom taught my siblings and I with The Writing Road to Reading so while it took me a while to really remember all the rules, it has hellped me with spelling as an adult as well.
My S is nine years old. And Sarah I have the book on the spalding method but I can’t seem to find how the rules work in the book. Suzukimom, All about spelling has the basic same rules as Spaulding. But why do we need the markings on each letter and/or word in the first place. To me the markings takes away from understanding the spelling of the word.
Spalding is a method of teaching. To use it effectively you definitely have to learn the method. If you are not able to do that or don’t desire to, I would suggest going another direction or you will be very frustrated. Great method but it does have a learning curve.
As far as why the writing – Sarah is correct that the physical act of writing somehow has a profound effect on the learning. Just memorizing from cards doesn’t work as well for some.
The similarity between AAS and Spalding is that they utilize basically the same phonograms and the same rules. Their methods are very different.
Having used both extensively, we’ve seen much better success with Spaulding. However, we also incorporate CM dictation and are moving toward dictation only when we finish our SWR word lists. With my dd6, I suspect she will do just fine waiting on dictation only.
Lots of great replies and insight. Not to hijack the thread, but can anyone give me a good reason to actually teach spelling separately from grammar? My dd9 seems to be a natural speller like I was and I remember ‘doing’ spelling in grade school; I could never figure out why it was so hard for some kids (I get that now) nor why we *had* to have a spelling class. My dd9 is an intrepid reader so I think she ‘sight spells’ if that’s an actual phrase…. she simply looks at a word and decides if it looks ‘right’ or not. If not, she changes what she thinks is wrong. So far, I haven’t done a separate spelling lesson, just incorporated it into her writing and reading. Thoughts, please? Has anyone got older dc who they did *not* do spelling with? How are the results? TIA!
Jenni – I think incorporating spelling instruction into the natural environment of writing is a great way to do it.
I think it depends. I was an avid reader, reading well above my “level”, but an awful speller. I still have to work at it, so some kids do need extra help and practice when it comes to the rules even if excellent readers.
My mom was a natural speller and it took her a while to understand that I was not (I was homeschooled growing up)
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