Date of Award
2024
Document Type
Thesis - ECU Access Only
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy (Integrated)
School
School of Education
First Supervisor
Susan Main
Second Supervisor
Glenda Campbell-Evans
Third Supervisor
Janet Hunter
Abstract
In 2023, more than 23,000 primary school students in Western Australia struggled to meet the national minimum benchmark in the National Assessment Program for Literacy and Numeracy (NAPLAN) for spelling, suggesting that students have not developed an in-depth understanding of the English language and how the English system works. Recent research over the past decade (McNeill & Kirk, 2014; Stark et al., 2016; Puliatte & Ehri, 2017; Daffern, 2017; Oakley, 2018; McNeill, 2018) has identified teachers’ knowledge about language as crucial to effective spelling instruction and, without proficiency in these skills, teachers may not be able to provide appropriate spelling instruction to their students.
This study was conducted in the Perth metropolitan area and three schools participated in the research. In phase one, semi-structured interviews were conducted with key personnel who had information about the selection of the spelling program, followed by semi-structured interviews with classroom teachers who used the spelling program. In phase two, classroom teachers completed a Teacher Knowledge Survey. In phase three, teachers were observed implementing their spelling programs in their classrooms, followed by a post-observation discussion with each teacher.
The results of the Teacher Knowledge Survey indicated that these teachers have less knowledge about the more complex elements of the code, such as morphology and spelling conventions, regardless of which spelling program was implemented. This finding was further supported through observations which showed that teachers predominately relied on teaching phonological concepts. The findings highlighted that the teachers in this study exhibited varying and generally inadequate content knowledge of fundamental linguistic constructs. This was reflected in how the teachers taught spelling, how their preferences towards spelling approaches were shaped by their knowledge, and how phonological, orthographical, and morphological components were integrated into their practice. Furthermore, teachers often utilised ineffective assessment strategies when assessing spelling. This draws attention to the extent of language expertise that teachers employ in making instructional decisions.
Thus, the implications for classroom practice should be focused on supporting teacher knowledge around language structure to implement a multilinguistic approach to teaching spelling for successful student outcomes.
DOI
10.25958/gcp0-7979
Access Note
Access to this thesis is embargoed until 21st March 2030
Recommended Citation
Truong, K. P. (2024). Teachers’ approaches to spelling instruction for years 3 to 6 in Western Australian schools. Edith Cowan University. https://doi.org/10.25958/gcp0-7979