Tips to Spelling Acquisition

By Agnes Chepchumba

How do we spin at higher orthographic levels?

Teachers are basically potters basing on the analogy of the power of a potter to mold clay into the desired shape. A learner's spelling competency depends on graphophonemic awareness. Teachers will, therefore, need to be armed with pedagogical content knowledge of this concept for successful spelling instruction.

Graphophonemic awareness refers to the knowledge of graphemes (letters in print) and phonemes (speech sounds in words). Young children succeed in the orthographic mapping of a word once they have identified graphemes and phonemes. Grapheme-phoneme relationships cement a learner's understanding of letters in print. The order of introducing graphemes and phonemes is still a bone of contention among early literacy researchers. Spelling success starts when a child can produce the correct sound upon seeing a letter of the alphabet. Progressively, letter names are made known to the learner just before they can blend the phonemes to produce phonograms.

Teachers of an alphabetic language just, like English, need to take cognizance of the critical role of graphophonemic awareness in spelling acquisition.

Together we demystify CBE and enable smooth transition from Junior School to Senior School

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