The Impact of Teacher Spelling Knowledge and Beliefs on Spelling Performance Among English Language Learners

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Scaffolding Learning Among Linguistically Diverse Students

Abstract

ce a particular challenge when learning English, as the orthography of their native language impacts their English literacy acquisition. Classroom teachers must be knowledgeable about spelling and its impact on reading and writing to support these students. This study examines the spelling knowledge and beliefs of 10 elementary school teachers as well as spelling instruction and assessment in their classrooms. The spelling performance of their ELL students is examined. The results show that students who performed well on the spelling assessments have teachers who include spelling instruction in their classroom and allow students to improve their literacy skills in English and Spanish. Educational implications are discussed.

Authors

• Amanda Lindner, Texas A&M University - San Antonio

• Kausalai K. Wijekumar, Texas A&M University - College Station