What do classroom teachers of varying backgrounds know about English spelling?

Abstract

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such as dyslexia. Because of the multiple benefits of knowing how to spell correctly, it is important for teachers to know the structure of the English language, so they can explicitly teach spelling. Through the administration of a survey, this study assessed 324 U.S. teachers' knowledge of English spelling patterns (Part 1). In addition, the inclusion of survey items intended to measure teachers' awareness of how children's spelling can be influenced by either African American English or the overlap between Spanish and English in emergent bilinguals. African American English and Spanish were chosen due to the underperformance of many African American and Hispanic/Latinx students on national and state reading assessments. Part 2 of the survey assessed teachers’ self-efficacy in teaching spelling, while Part 3 assessed teachers’ philosophy about spelling and teaching spelling. The Rasch analyses revealed that teachers whose primary area of teaching was reading outperformed those whose primary area of teaching was not reading. Additionally, teachers who taught Emergent Bilinguals outperformed those who did not on the constructs measuring words with possible influences of Spanish language on the spelling of English words. Several spelling patterns posed problems for all groups of teachers, while others were the least difficult for teachers. Practical and research implications are addressed.