Authors: Patricia Carson, Reesa Sorin.

Article: Not Just Playing With Clay: Symbol Mastery for Spelling and Word Comprehension.

Publication: International Journal of Learner Diversities and Identities Volume 24, Issue 1,pp. 17-27 2016 | DOI: 10.18848/2327-0128/CGP/v24i01/17-27

[Full Text]

Abstract: A number of students experience difficulty with the retention and recognition of basic spelling words. These students, who are often dyslexic and/or Three Dimensional Visual Thinkers (3DVT), are usually taught spelling through mainstream pedagogical practices, such as phonics and rote learning; practices which are generally unsuccessful with this group (Treiman 1992; Lee 2010; Ambrose and Cheong 2011).

Symbol Mastery (Davis and Braun 1994) is a process where students work with clay to create a visual interpretation of a word’s meaning and then connect it to the word’s spelling and pronunciation. Davis (ibid) proposed that the process of discovering what a word means, and creating an image of the word three-dimensionally, would not
only give ownership of the process to students, but would also be a vehicle through which they could master spelling words.

This paper is based on a small Qualitative Case Study Research Project where the Symbol Mastery program was trialed with four Dyslexic students, in one to one tutorial sessions after completing a specialized program. Data were gathered through pre and post-program interviews with students and parents; researcher observations, artifact collection; as well as pre and post-tutorings spelling tests. Results showed that the program helped with improving spelling scores and increased confidence and willingness to attempt to spell words

Tagged as: spelling and symbol mastery

Leave a public question or comment:

If you need personal help or assistance please use our contact forms instead.

All comments are moderated. Comments that are not relevant to the page topic or which contain identifiable personal information will be removed.

Your email address will not be published. Required fields are marked *