Book Response: Moving Beyond the "SP" Label: Response 1

Patricia McAlexander, Ann B. Dobie and Noel Gregg define basic writers as "students [who] perform below a school-defined level on standardized tests or on writing samples, or sometimes on the basis of teacher recommendations...these students are not writing as expected for their educational level" (18). She continues by saying that basic writers typically are inexperienced readers and writers, have cognitive weakness (auditory or visual), lack motivation, chronic fatigue or are delayed learners as a result of gaps in their developmental education during formative years. In addition to gaps in their learning during formative years, many of them are weak readers, which decreases their exposure to correctly spelled words. Consequently, they develop erroneous spelling strategies.

Most times when students have spelling errors, they're embarrassed. Some of them place their hands over their paper to prevent me from seeing their paper or they'll make a comment something like: "I'm a really bad speller." I tell them I'm not really that concerned with their writing at the drafting stage of their writing process. However, as we move along in their writing process and they're at the final stage of editing, I ask them if I can see their paper. Most let me see it. When I read the paper with them or either to myself, I am making mental notes about their spelling errors. I am also trying to determine the pattern of their spelling error. 


Classify Spelling Error:

• Determine the spelling "route" (the way by which a speller arrives at his or her spelled word).  Most spellers rely on their auditory and visual skills to spell words.  Typically basic writers rely on their auditory ability; however, they use other strategies as compensation when they cannot spell a word:
• Spelling rules: they remember certain spelling rules to spell a word
• Semantics: "a writer learns that the spelling of words derived from a common semantic core" (McAlexander 13).
• Morphology: how words change based upon adding a prefix or suffix
• Analogy: students associate a spelling of one word to another: buzz -> fuzz or bat -> cat
• Motor movements: "writers automatically write the word from memory without consciously thinking of the spelling" (McAlexander 14).

Teach the Spelling Rule:

• Present spelling lessons in categories.  Explain the rule, though only those that have few or no exceptions (McAlexander 47).

Translate the Rule:

• Teach the rule to make it understandable for students.  Teach it so they can understand it easily.

Identify Pattern of Error:

• Develop a game plan.  If the student makes auditory errors, have him or her overemphasize ending or beginning of sounds.

Create a Chart:

• Make a personalized list of frequently misspelled words unique for that student.  Have him or her use mnemonic devices to increase probability of spelling word correctly.

Honestly, I must say, working with students who have poor spelling intrigues me. Reading this book confirmed what I was doing well and it taught me new strategies to use during my tutoring appointments.