Readiwriter | Spelling Pedagogy Matthew Nguyen
Readiwriter Spelling was made using two clear and distinct pedagogical principles – the Lexical-Linguistic Approach and the 6M Learning Framework.
Your suggestions, along with these guiding principles, helped make Readiwriter Spelling a powerful companion in spelling education.
Here’s how they work:
The Lexical-Linguistic Approach
Word knowledge is essential for students to be successful in school and beyond. Students need to learn to spell 20,000 to 40,000 words and should have a passive vocabulary of 50,000 to 60,000 words to thrive.
But it is almost impossible for most of us to commit that many words to memory if we only consider each word in isolation. In fact, for students to memorise 40,000 individual words, they’d need to learn and retain 90 words per week for the entirety of their school life.
How do we learn to spell?
While it’s true that efficient spellers do rely on their memory of words (lexical store), a rich spelling knowledge also includes the ability to:
Hear and spell units of sound (phonology)
Identify permissible letter patterns (orthography)
Manipulate words to change their form (morphology)
Understand the origins of words (etymology)
This knowledge allows us to see patterns and make generalisations and means that we can learn groups of words in a rich and connected way.
The Lexical-Linguistic Approach to spelling
3P Learning’s approach to spelling focuses on explicit instruction of the linguistic skills of phonology, orthography, morphology and etymology to help spell unfamiliar words and to create a reliable and well-organised lexical store.
The 6M Model
We found that all learning frameworks have the same six core goals: motivate, model, master, magnify, measure – all connected to the core aim to monitor. Let’s take a look at each M:
Motivation is generally used at the start of lessons. We want to get our students excited and hook them on what they’re about to learn. This can be done through open-ended questions, hands-on tasks, goal setting, prerequisite checking and self-reflection questions.
This is where we connect learning to the real world, explaining concepts to students through diagrams, interactives, manipulatives, worked examples, or videos and animation.
Mastery is based off students’ ability to finish a task flexibly, accurately, efficiently and appropriately. We help students reach mastery with practice and fluency tasks, which can then be used to tackle more complex, multi-step problems.
Once reserved for accelerated learners, there’s evidence to show that magnification (applying knowledge to more complex, richer and deeper learning) is beneficial for all students. The Magnify component also provides opportunities to develop the ‘soft skills’ of literacy proficiency such as collaborating, communicating, representing, reflecting and a developing a productive disposition.
We measure achievement to keep track of student progress, know what to communicate with other educators and parents about students, and to be confident in assigning them the right level of challenge to develop their learning.
Keeping our eye on each of the Ms as they’re delivered to students is what helps us keep them on track.
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Here’s how the 6M Model works with other learning strategies
Explicit Teaching Model
Flipped Learning Model
Try Readiwriter Spelling for yourself
It all starts here. You can get into a free trial of Readiwriter Spelling in under 5 minutes, or start a chat with your local 3P Learning team to see how we can help you achieve your school or classes spelling needs.
Get Unlimited Access to Readiwriter Spelling for 30 days
Perfect for schools and teachers looking to improve their spelling instruction, save time, and build their students’ literacy skills.
“We had a go at the live spelling test yesterday and I thought it was brilliant! Almost exactly what I imagined when chatting to the developer and I think it has the potential to be an amazing spelling program to rival other schemes.”
Luke Craig, Britannia Village Primary School | ICT Leader
“Before Readiwriter…spelling was a bit of a nightmare”