By Matthew Glavach, Ph.D.
This issue of NASET’s Practical Teacher was written by Matthew Glavach, Ph.D. The article describes how new research on spelling can translate into improved reading and writing and includes examples of how to apply the research to teaching common core vocabulary words.
Spelling, Reading and Brain Connectivity
Scientists continue to map specific brain regions and neurological circuits involved in reading. New research shows the routes for reading and spelling are intertwined, and that spelling can improve reading by increasing the connectivity between the brain regions.1
Proficient Readers
To become proficient readers, students must move beyond identifying letters for each sound. They must be able to access orthographic patterns (syllable and word) in long term memory. This is important to reading because words can be read in patterns rather than individual sounds, especially often occurring patterns. 2
Analyzing Reading and Spelling
Reading words requires decoding: (mapping letters to sounds) and linking letters, sounds, and meaning in long term memory. Spelling includes analyzing sounds and blending the sounds back together capturing the best of both worlds. Meaning is anchored in spelling and pronunciation in long-term memory.
Recognizing Spelling Patterns and Words
Pattern recognition includes matching information received with information already stored in the brain. Letter and word patterns overlay on existing letter and word patterns. Letter patterns and their sounds are stored in long term memory as syllables and eventually whole words. The word form area in the brain is where syllables and word patterns are stored. 3 The brain processes the statistical probability that certain sounds occur in a sequence.
For example, if a student knows the letter and sound pattern ight, then words like fight, light right, and sight become easier to read.
Dividing Words into Syllables
The brain tends to group together the letters that make up a syllable.4 Students do not divide words into syllables by using complex rules. They decode longer words by looking for familiar patterns. (See Figure 1.)
Figure 1. Syllable Pattern Examples.
news pa per re por ter ir reg u lar
Syllable Boundary Problems
The following example shows why students need practice with identifying syllable boundaries. (See Figure 2.)
Figure 2. Syllable Boundary Problem Examples
newsp ap er rep or ter ir re gul ar
Multisyllable Words and Music
Multisyllable words are like music, they have natural rhythms that can make learning them easier. “Accent structures in words naturally make a sort of melody”.5 The rhythmic feature creates less demand on the brain. 6
Rhyming Words (Predictable Word Patterns)
Brain research shows that a similar word pattern can prime the next word if it has a similar pattern and can accelerate reading. Rhyming words are especially powerful.7 (See Figure 3.)
Figure 3. Rhyming Word Examples
narration – abbreviation – punctuation
Ending Spelling Patterns
Even when the words do not rhyme but have the same ending spelling patterns, reading time is accelerated. (See Figure 2.)
Figure 2. Spelling Pattern Examples
solution election examination
Common Core Word Examples
Based on the information presented in the article and the author’s research, it is recommended that the most powerful way to present spelling activities is with predictable spelling patterns and the use of rhyme and rhythm when possible.
Learning only the following patterns, will improve students reading and spelling as identical word patterns tend to overlay on each other. Students will be able to read and spell multisyllable words they have never seen before. While it is recommended that word meanings be discussed, it is important to realize that as students gain word attack skills, their ability to read for meaning improves.
The words are from common core vocabulary words for grades four, five, and six.
-ATION: LEVEL 1 (Language Arts)
information invitation illustration animation
presentation exploration organization pronunciation
-ATION: LEVEL 2 (Language Arts)
contraction reaction capitalization punctuation
quotation communication notation exclamation
-ATION: LEVEL 3 (Language Arts)
translation abbreviation participation fascination
imitation evaluation salutation personification
——————————————-
-ATION: LEVEL 1 (Social Studies)
location destination transportation civilization
migration population immigration
-ATION: LEVEL 2 (Social Studies)
integration segregation discrimination emancipation
generation confederation declaration representation
——————————————-
-ATION: LEVEL 1 (Math)
equation operation multiplication evaluation
calculation computation estimation investigation
-ATION: LEVEL 2 (Math)
notation taxation inflation approximation
combination speculation numeration valuation
The example is from the Author’s book Common Core Words: StrugglingReaders.com
References
(1) Gentry, J.R. Ouellette, G.P. (2019). Brain Words. (p.34) New Hampshire: Stenhouse Publishers.
(2) Gentry, J.R. Ouellette, G.P. (2019). Brain Words. (p.2) New Hampshire: Stenhouse Publishers.
(3) Gentry, J.R. Ouellette, G.P. (2019). Brain Words. (p.51) New Hampshire: Stenhouse Publishers.
(4) Rately, J. J. (2001). Perception: A users guide to the brain (pp. 48-109). New York: Vintage
Books.
(5) Levitan, D.J. (2009). The World in Six Songs. (p.25) New York: Penguin Books.
(6) Levitan, D.J. (2009). The World in Six Songs. (p.172) New York: Penguin Books.
(7) Dehaene, S.D. (2009). Reading in the Brain (p. 42). New York: Viking/Penguin Group.
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