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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0KKbln00320; Thu, 20 Jan 2005 15:37:47 -0500 (EST) Date: Thu, 20 Jan 2005 15:37:47 -0500 (EST) Message-Id: <firstname.lastname@example.org> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Robin Millar" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:885] RE: spelling - I'm shocked! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2833 Lines: 88 I've been teaching and diagnosing spelling difficulties for over 25 years, and I find it a bit worrying that people use what are essentially reading tests (pick out the correct version from three choices) to identify spelling strengths and weaknesses. In order to diagnose spelling strengths and weaknesses you need to have people demonstrate their spelling abilities. This is done through spontaneous writing samples or through a dictation. Then you can analyze the skills people have. I would highly recommend a book I co-authored with Cynthia Klein Unscrambling Spelling (Hodder and Stoughton available through the U.K) for working with literacy students on spelling. Dr. Robin Millar Executive Director Centre for Education and Work 515 Portage Avenue Winnipeg, MB R3B 2E9 204-786-9395 >>> email@example.com 1/20/2005 5:09:14 AM >>> Hi Karen and everyone, Pardon! But I'm so surprised that there seems to be so much emphasis on spelling in some of the materials in the diagnostics that I've seen. In another email, you also explained a tool or process that uses incorrect spellings as a diagnostic, but that those misspelled words make their way into the classroom teaching. I feel like we do very little spelling work here in the U.S. in ABE. I have worked a lot on spelling when the students don't know how to write (we would do invented spelling and stuff like that, and play spelling games). Also, at high levels I would always note where there were mistakes but it was up to the student to find the correction. How about others here in the U.S. and anyplace else in the world? I may be way out of the spelling loop and so I'd love to hear from others. marie cora Moderator, NIFL Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ firstname.lastname@example.org -----Original Message----- From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of HthKar@aol.com Sent: Sunday, January 16, 2005 11:28 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:861] RE: [NIFL-ASSESSMENT:848] Re: Skills Discussion fro Here are some examples from the initial assessment. Well over half the marks are for spelling, and a level is assigned on the basis of a cut score: Circle the correct spelling to answer questions 63-66 Be careful, the _________ is boiling hot (ketle kettel kettle kettal) The child fell in a huge (puddel puddle pudel pudle) (No prizes for guessing which of these items comes from a 'family' version for parents and carers!!) One word in each sentence is spelled incorrectly. Write the correct spelling of the word in the box to answer questions 67-72 69 She had to take both children shoping 71 The sond of the school bus outside woke him up.
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