Video #2 on Explicit instruction of GPCs in SWI from the beginning

Описание: This video is the second in a series on this topic. The order is not important, so you can start with this one if you wish. The earlier video is at this link:    • Structured Word Inquiry (SWI) and grapheme...  

Note that at the beginning of this new video I identify a confusion that arose in the first one. So you may want to watch that part first. You can jump to that part of the video around minute 1:14 here:    • Video #2 on Explicit instruction of  GPCs ...  

In addition to addressing SWI instructional practices, the last part of the video I address related findings in the research. We see that counter to decades of suggestions in the research, meta-analyses and reviews of morphological instruction found that the youngest and less able gained the most from including morphological instruction. Further, I show research evidence that the greatest benefits from including morphological instruction was for phonological outcomes. The most resent meta-analysis of morphological instruction looked at the effects on spelling for kids with spelling deficits. They found that the greater the spelling deficits children had, the less effective phonics instruction was. By contrast the greater the spelling deficits, the more effective morphological and orthographic interventions were.

Links referenced in this video...
In this video I reference another video of me teaching (explaining) the spelling of the word "does" by teaching the interrelation of morphology and phonology. You can see that video at this link:    • Video #2 on Explicit instruction of  GPCs ...  

Yet another video on the difference between teaching grapheme-phoneme correspondences in isolation of morphology and phonology compared to how we teach grapheme-phoneme correspondences in SWI is here:    • SWI teaches grapheme-phoneme correspondenc...  

For references for the research mentioned in the video, and more on this topic see the article at this link: https://psyarxiv.com/7qpyd/

I mention some other websites with resources and illustrations of teaching how orthography works with young children. Those links are below...

See the "Beyond the Word" website from Lyn Anderson here: http://wordsinbogor.blogspot.com
See the WordTorque" website from Fiona Hamilton here: https://wordtorque.com
See the "Rebeccaloveless" website here: http://rebeccaloveless.com

All of these websites and my own work was sparked by Real Spelling which has incredibly rich resources for educators trying to understanding orthography here: https://www.tbox2.com

See more about my work at my WordWorks website here: https://www.wordworkskingston.com/Wor...

I believe it is important that literacy instruction reflects the key conventions of English orthography fro the beginning. However, such instruction is provided through an SWI framework for learners of all ages and abilities. If you are not comfortable with this kind of instruction with younger students, why not explore it with older children?

My "About WordWorks" page includes tons of links for getting started with SWI with students of any age and ability. It includes a number of other videos on this topic and a reference list of my own published research. See that page here: https://www.wordworkskingston.com/Wor...