An investigation into approaches to the teaching of spelling within junior schools in the Chorley district

Abstract

The aim of this Dissertation is to investigate current practice in the teaching of spelling within Junior Schools in the Chorley district of the Lancashire Local Education Authority.
The sample comprises of responses from sixty-nine Key Stage 2 teachers representing twenty-seven schools.
Particular attention is given to the theoretical knowledge of the teachers sampled, the strategies employed by them to promote successftil spelling and the influence on classroom delivery and practice of written whole school policies concerning spelling.
The findings are analysed to ascertain the extent to which theory and practice intermesh. The implications for further training amongst teachers is considered.