The Relationship between Nonword Spelling Abilities of K-3 Teachers and Student Spelling Outcomes

Authors

  • Judith M. Kroese
  • Nancy Mather
  • Janice Sammons

Abstract

This study was conducted to explore how teachers' spelling abilities relate to student outcomes. The results indicated that the students enrolled in classrooms where the teachers had the lowest knowledge of phoneme-grapheme relationships made the least growth in spelling development. These findings suggest that both teacher knowledge of phoneme-grapheme relationships, as well as their own abilities to apply this knowledge, may influence teaching effectiveness.

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Issue

Vol. 14 No. 2 (2006)

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Articles

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