Have you ever heard a teacher say, “Just sound out the word,” to a struggling young speller?
Or maybe you’ve said those words to a student yourself?
This simple strategy frequently backfires, especially for kids with dyslexia. Why do students end up spelling words like “jumpt,” or “advenchur”?
In this episode, Dr. Pete Bowers reveals why “sounding it out” isn’t enough. He demonstrates how sound-symbol correspondence is a key principle in literacy instruction, but often we miss crucial components of our writing system: orthography and morphology. What’s more, research shows that this type of instruction is most powerful for struggling learners.
Using Pete’s methods, teachers can revolutionize spelling instruction into a dynamic opportunity to foster logical thinking, vocabulary development, and deepen literacy skills.
Pete Bowers is the founder of the WordWorks Literacy Center in Ontario, Canada. In his career, he’s worked as an elementary classroom teacher, researcher, writer, and worldwide presenter. He’s a sought-after speaker in North America, Europe, Africa, Asia, and Australia.
This summer, I had the pleasure of attending a conference Pete presented here in California, and it transformed my understanding of spelling and inspired my teaching. I know you guys are gonna love this one!
Listen to this episode, subscribe on iTunes or Stitcher, or stream the episode below:
Continue reading “The Science of Spelling with Pete Bowers, PhD (The Exceptional Educator, Ep. 3)”