During the last several decades, teaching spelling has become a significant area of literacy, with many debates and knowledge gaps. On the one hand, people expect to have well-educated children who know how to write and use words properly. On the other hand, there are no specific approaches to enhancing student achievements. Adoniou (2013) underlines that teachers must understand spelling linguistics properly, including phonological, orthographic, morphological, etymological, and visual knowledge. Spelling is a learned linguistic skill that should be taught and developed through interactions with people (Adoniou, 2013). Unfortunately, student achievements remain poor in most cases, and parents and educators are concerned about misspellings, their reasons, and outcomes (Templeton & Morris, 1999). It is not enough to focus on letter sequencing but to explore how and why words are written in a particular way. The correlation between teacher knowledge and student achievement turns out to be a critical point for evaluating the overall quality of education.
Many questions are posed to understand the connection between teachers’ professional development and the outcomes that are observed in students’ abilities. In addition to clarifying how to learn to spell or achieve progress, adjustment of instructions and a variety of activities are required (Templeton & Morris, 1999). Thus, the more teachers know, the more they can offer their students and implement them in their classrooms. Regular examinations, game-like activities, competitions, and associations need to be properly and equally developed among students. If a teacher misses some steps or shares material poorly, student achievements are challenged, and parents have more concerns and questions about the quality of education. Therefore, more attention should be paid to teachers and their awareness of effective strategies to promote cooperation and variety in the classroom to demonstrate high achievements among students.
Adoniou, M. (2013). What should teachers know about spelling? Literacy, 48(3), 144-154.
Templeton, S., & Morris, D. (1999). Theory and research into practice: Questions teachers ask about spelling. Reading Research Quarterly, 34(1), 102-112.