Exploring classroom teachers' spelling practices and beliefs

Using three perspectives on spelling instruction (i.e., memorization, gener alizations. and developmental) as a framework, teachers in grades 2 to 5 we re interviewed to investigate the practices and beliefs about spelling inst ruction which exist in a school system which has de-emphasized formal spell ing instruction. An analysis of the respones to open-ended questions sugges ts that the classroom teachers in this sample (n=42) persist in the use of weekly lists and testing. About half create their own lists and half rely o n a published speller to some extent. While there is a range of activities associated with spelling, many traditional activities are still employed su ch as writing words multiple times and using words in sentences. Many of me teachers questioned such practices as invented spelling and do not appear to take a developmental view of spelling. The interviewed teachers were lar gely dissatisfied with the spelling ability of their students and current s pelling instruction, but appeared to lack the knowledge and resources neede d to teach spelling more effectively.