Reviewing Oglan, Sipes, and Wilde

Oglan:
Oglan introduces that spelling is a very debatable subject with people all over having different opinions about how it should be taught and its importance in a person's life. The history of spelling can date all the way back to the late 1400's (the invention of the printing press). Several centuries later, authors were creating dictionaries and deciding for themselves the proper way words should be spelled. By doing this, dictionaries have stood the test of time and outlined for us the difference between 'correct' and 'incorrect' spelling. Now that words had only one correct way to spell it, some people began wondering how would you teach this concept?
In 1847, Joseph Mayer Rice proposed that phonics is the only way to truly understand how to spell. While I see where Mr. Rice is coming from, I believe sounds can sometimes be decieving? Take the word 'busy'. It is prounouced as it sounds like their would be a 'Z' in it, but the word contains none. There are so many loopholes to the rules of the English language.
From phonics progressed memorization. While schools in this time used deep immersion in a wide variety of printed texts (which I support), I do not think that by having a child see a word that they can be able to memorize the spelling and gain full comprehension of the meaning of the word. This idea of memorization is carried on today in the form of weekly spelling tests but does the student actually benefit? Most educator think not.
From what we have seen through history, educators have been able to define 3 different types of spellers in a classroom. Reluctant Spellers use high frequency words, focuses on accuracy, does not take risks, prefers to work alone, and typically generates very little text. Developing Spellers use functional spelling, are often not risk takers, are comfortable asking for help, work with other students, and rely mostly on the 'sounding-out' strategy. Independent Spellers are comfortable with functional spelling, ask questions, willing to help others, displays self-confidence, and are able to self edit written work.
Oglan also address different strategies to teach and correct spelling in the classroom. I found it interesting that he also address ESL students and struggles for them in spelling and communication as well. With teachers seeing more and more diversity withing a classroom it is crucial that educators address the needs of EVERY student.
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Sipes:
The main argument in Sipes's article is that "we need to look closely as children's emerging capacties as writer's, focusing on the issue if invented (or temporary) spelling, and its use and misuse in classroom practice." The errors children make while spelling are not roadblocks to writing, but instead can show the teacher how children understand sound/letter relationships. Since each child will learn differently in can give the teacher direction toawards what each individual student needs to focus on.
Inventive spelling, with the use of helpful teacher intervention, can help students come up with correct conclusions to how words are spelled. Being able to hear sounds in words and then using interactive writing are methods of practice a Sipes recommends teachers use in their classroom.
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Wilde:
As discussed in the Oglan article, the way spelling should be taught has changed throughout time. We now understand that children can not simply see a word, memorize it, and be able to produce a correct spelling of that word. It takes great understand of phonics and definition of that word. Wilde's approach to explaing spelling strategies first starts with the student showing ownership in the spelling process.
A child should be aware of their individual goals (this will vary from person to person and by age level). Spelling is a process, not something that can be grasped overnight. That is why taking small steps will not overwhelm students. A young student will not have every word spelled correcly on a final draft, but as student grow older that percentage of correctly spelled words should gradually increase. This is how teachers can measure how well their students are grasping this concept. By the time students are in upper elementary school, a teacher can discuss with students the role correct spelling will have on employment and future education.
Wilde has outline 5 strategies of spelling; placeholder spelling, human resources, using textual resouces, creating a print rich environment, and dictionary use. Ironically, these are similar strategies that Cambourne (an author of an article for EDUC-E340) has came up with that outlines strategies on how to have students develop their reading skills.
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FINAL THOUGHTS: It seems that all aspects of a typical elementary school curriculum have changed drastically since schools were first established. Overall, we recognize that students cannot simply memorize how to do things. It is a teacher's job to create a learning environment that surrounds the students in materials that are new and expansive to a child's mind, no matter what the subject.