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accurate baby bark beginning break breathe build bush called cent clean Cook correct dictate dictate for spelling discover discuss divided draw dream dress drop Education errors exercise farm following words forms four fourth garden give given glass grade half hard hatch head hear important individual keep leave lessons letters List look mark meaning misspell misspelled words nail namely need when writing pear piece planted play previous study Professor pronounce the following pronunciation pulled pupils pronounce REVIEW running scratch sentences shoes short sleep slip sound spelling Starch Step straight Suggestions syllables tabulated taught teacher teaching thing tree twenty University vocabulary vowel week whip wood Words needed words occurred Words we need written
Page xii - ... weekly, monthly, and yearly. 5. Keep up the interest. Should the Pronunciation, Meaning, and Use of Words be Taught as Part of the Spelling Lesson? According to Tidyman, the pronunciation, meaning, and use of words are more properly taught in connection with other phases of language work. He writes: The old practice of spending one-half to twothirds of the time in spelling in laboriously working out, with dictionary in hand, the pronunciation, meaning, and use of words was a natural consequence...
Page xii - On the basis of these data we conclude that knowledge of meaning is probably in and of itself an important determinant of error in spelling; that children will produce about 66% per cent more of misspellings in writing words the meaning of which they are ignorant or uncertain, than they will produce in writing words the meaning of which they know.
Page xvi - The teacher must expect erratic spelling; she must not expect a single correct spelling or a single misspelling to be a sufficient measure of the ability of a child.
Page ix - The first step in economy of time in learning to spctt is to see that the pupil learns those words which he needs to spell and no others.
Page xvii - These are errors committed by children who "know better," who can correct the mistake spontaneously as soon as attention is called to it. There are wide individual differences in the liability to lapse. It is difficult to see what remedial measures may be taken to improve those whose disability is due largely to lapsing, since lapses are not only involuntary, but for the most part unconscious; there is no awareness of them until their...
Page xiv - Efficiency of drill is increased by distributing the drill on a given word so that practice on other words intervenes.
Page xiv - It is important to expend some time on drill in recalling the visual image of the word, rather than to expend all the time in impressing this image. Visual recall may be reinforced by writing the word. . . . Writing a word is an aid in learning to spell it.
Page x - Accordingly, better provision should be made to insure that each child work on his own special difficulties and on no others.
Page 48 - Sunday, Sun. Wednesday, Wed. Monday, Mon. Thursday, Thurs. Tuesday, Tues. Friday, Fri. Saturday, Sat.