SPELLING INSTRUCTION IN PRIMARY-SCHOOLS

This study seeks to determine the extent to which research into spelli ng is currently being applied in writing and spelling programmes in sc hools. A survey was administered to 110 teachers in the Auckland area. For each of the eleven multiple-choice questions in the survey, one r esponse reflected the research most closely, and was thus deemed to be the most ''appropriate'' response. There were no differences accordin g to years since training, time in teaching, qualifications, special e ducation training, or type of school. Teachers in junior classes showe d a significantly higher rate of ''appropriate'' response rate; and te achers trained in Reading Recovery showed a significantly higher ''app ropriate'' response rate than did teachers with no training in Reading Recovery. Overall, information about research into spelling productio n and development is either not reaching most classroom teachers or is not articulated in teachers' views about practice in many class progr ammes.