Research has shown that students with a more comprehensive vocabulary and a greater understanding of the meanings of words will more successfully apply words to memory for spelling and are more competent in comprehension and writing.
Spelling must be practiced – writing words in context to show meaning is a vital part of a child’s spelling development. The spelling lists that children will work on at school will be compiled by the classroom teacher and will contain words from all subjects focusing on relevant themes. The words will be relevant to their everyday learning, not just an abstract list of words from a commercially produced spelling book. The teacher will focus on word meaning, the phonetic structure of the word, links to other words with similar structure and the grammatical use of the word – plurals and tenses.
It is important that children learn the THRASSCHART, so that they are able to use the phonic information to decode (read) and encode (spell) words. Having this knowledge will allow them to develop skills in reading, spelling, writing and reading comprehension enabling them to reach their full potential in literacy learning.
By learning and referring to the THRASS resources and terminology in the home, parents can consolidate classroom learning and avoid confusing their children with conflicting information.
Talking with your children about the meaning of words from the relevant classroom themes, using dictionaries and looking at the grammatical changes in words is far more important than ‘rote’ learning a word for testing at the end of the week. The more the learner can see the word in context, understand the meaning, make phonic links and practice writing words in a fun and meaningful way, the more competent and adventurous a speller they will become. You will also be building vocabulary for future learning.
Parents are also encouraged to purchase basic support materials for home use.