Self correction strategies
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These spelling strategies center around self-correction techniques that require students to check and correct their own work. Two methods are described: Letter-by-Letter Proofing, where students use proofreading marks to check spelling, and Whole-Word Proofing, where students write corrected misspellings above the original. Both methods use a five-column format for students to write and check words over multiple trials in a 15-20 minute daily lesson.
Self correction strategies
- 1. Spelling Self-Correction Methods Goddard, Y.L., & Heron, T.E. (1998, July/Aug). Please teacher, help me learn to spell better – Teach me self-correction. Teaching Exceptional Children, (38-43). These spelling strategies are centered around self-correction techniques requiring students to check and correct their own work; focusing directly on the task at hand. They are learner centered, and have been validated and replicated empirically. Letter-by-Letter Proofing • Emphasizes the orthography (sequencing) of letters, and students use common proofreading marks to check their work. • A five-column paper, oriented sideways, is provided to each student (see Figure 1). 1st column – stimulus words written by teacher, parent, or scribe The other 4 columns are blank, providing spaces for students to write words from dictation, proofread, and rewrite. Before dictation, students fold the Word List column under so that the stimulus words cannot be seen. • As words are dictated, students write them in the second column (Column 2, Figure 1). • After all words in the spelling list have been dictated and written, students unfold the Word List column to check each word and to correct misspellings with one of four proofreading marks (^ = add; O = omit; ~ = reverse letters; and / = wrong letter that they have learned and practiced beforehand. • Then they either write the corrected words in the third column (Column 3, Figure 1) or place a checkmark (√) to signify that the word was spelled √ correctly on the initial trial. • This sequence is repeated for the final two columns (4 and 5) until the 15 – 20 minute spelling period is over. • Figure 1 shows an example of how this process is done • Words can be personalized, or adapted to curriculum. • Students can be paired to dictate to each other, or by tape recording. • Spelling lessons take place daily (Monday through Thursday) for the same amount of time each day (15 – 20 minutes), and tests on Friday. • Each Monday through Thursday students receive a new sheet with the same words in the Word List column (words may be shuffled). • Any words misspelled on Friday are carried over for the next week.
- 2. Whole-Word Proofing • This is similar to Letter-by-Letter Proofing, except that students use a different process that doesn’t involve proofreading marks. • The same five-column format is used, but each cell in columns 2-5 is divided in half horizontally (see Figure 2) and students use one column for writing and proofing, as opposed to two columns in the Letter-by-Letter method. • When the students write the words initially in the second column (column 2, Figure 2) they use the bottom half of the cell, below the dotted line, for that word. • When they unfold the Word List column to check the words, they place a checkmark (√ ) in the top half of the cell, above the dotted line, for the √ words that were spelled correctly. • For misspelled words, they write the entire word above the misspelled one; no proofreading marks are used. • Again, this procedure continues throughout the 15 – 20 minute spelling period. • Figure 2 shows an example of how this process is done.
- 3. Figure 1 Letter-by-Letter Proofreading COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4 COLUMN 5 r horse house horse horse better better better better √ a passage passage passage passge passage brain brian brain brain √ e e forget forgot forget forgt forget a a measure meesure measure mesure measure target target √ target √ activate activate √ activate √ r y forty foty forty forti forty na e n e pinnacle pineccal pinnacle pinacal pinnacle
- 4. Figure 2 Whole-Word Corrections COLUMN 1 COLUMN 2 COLUMN 3 COLUMN 4 COLUMN 5 horse √ √ √ horse house horse horse horse better √ √ √ better bettter better better passage passage passage √ passage passgae passige passge passage brain √ √ √ brain brian brain brain brain forget forget forget √ forget forgot forgit forgt forget measure measure measure measure measure meesure mesure mesure measure √ √ √ √ target target target target target √ √ √ √ activate activate activate activate activate forty √ forty √ forty foty forty forti forty pinnacle pinnacle pinnacle √ pinnacle pineccal pinnicle pinacal pinnalce