Clark Barrow

Spelling Stages

Developmental Spelling Theory

FrontPage

Decoding allows readers to understand the meanings of unknown words. To do this, the reader uses his or her “knowledge of letters sounds, and word patterns” (Royer, 2007, p. 1).

Decoding for kindergarten readers and writers begins with the development of alphabet knowledge. Whole-group interaction provides constructive learning so they can review “letter names, letter sounds, and letter formation” (Walpole & Mckenna, 2004, p. 104). Walpole and Mckenna say singing alphabet songs and tracking the alphabet while singing is beneficial in developing phonemic awareness.

Decoding for first-grade readers and writers must include instructions on how to decode while they read. Teachers’ instructions “must be clear, direct, and progressive” (Walpole & Mckenna, 2004, p. 107). Developing research continues to guide teachers in the best practice sequence for instruction.

Decoding for second-grade readers and writers begins with teachers’ assessment of readers position in reading stages (Walpole & Mckenna, 2004). Struggling readers will require needs-based instructions used in earlier grades. These needs-based instructions include instructions in developing fluency, vocabulary, writing, and phonemic awareness and include both individual instruction and group activities. Second-grade readers need to develop their skills in decoding longer words.

Royer, J. M. (2007). Reading success lab: Software solutions for identifying reading problems and improving reading skills! Retrieved January 24, 2007 from: http://www.readingsuccesslab.com/Glossary/Decoding.html

Walpole, S. & Mckenna, M. C. (2004). The literacy coach’s handbook: A guide to research-based practice. New York: The Guilford Press.

Stages of Spelling table.pdf