Mastering spelling is important for children to progress in writing. The National Curriculum in England details spelling lists linked to each year group in primary education. Assessment practices also emphasise the importance of teaching spelling. However, to date, little is known about how teachers feel about teaching spelling nor the instructional methods that they use in primary schools in England. This study addresses this gap by investigating approaches to teaching spelling. An online survey was distributed to primary-based teaching staff with roles in supporting teaching and learning. The survey asked for information about the respondents’ teaching experience and school setting, and about their attitudes and approach to teaching spelling. The survey was completed in full by 158 respondents. Approaches to teaching spelling were varied and over two-thirds of the sample highlighted that their school did not have a spelling policy. The importance of explicit teaching of spelling was supported by the majority of teachers. This judgement was more frequent and rated more highly by teachers supporting younger children. Teachers largely reported devising their own spelling resources, highlighted that the curriculum spelling lists lack guidance for teaching spelling strategies and questioned their suitability for pupils of varying abilities. A range of spelling programmes and strategies were recorded. The findings provide insight into universal instructional approaches. Practical implications for teacher training and professional development are discussed.

中文翻译：

---

捕捉英格兰小学课堂拼写教学方式的变化

掌握拼写对于孩子在写作方面的进步很重要。英格兰的国家课程详细列出了与小学教育中每个年级相关联的拼写列表。评估实践还强调拼写教学的重要性。然而，迄今为止，人们对英格兰小学教师对拼写教学的看法以及他们使用的教学方法知之甚少。本研究通过调查拼写教学方法来弥补这一差距。一项在线调查已分发给具有支持教学和学习作用的小学教师。该调查询问了有关受访者的教学经验和学校环境的信息，以及他们对拼写教学的态度和方法。158 名受访者完整完成了调查。教授拼写的方法多种多样，超过三分之二的样本强调他们的学校没有拼写政策。大多数教师支持显式拼写教学的重要性。这种判断更为频繁，并且受到支持年幼儿童的教师的高度评价。教师们大多报告自己设计了拼写资源，强调课程拼写列表缺乏对教授拼写策略的指导，并质疑它们是否适合不同能力的学生。记录了一系列拼写程序和策略。这些发现提供了对通用教学方法的深入了解。讨论了对教师培训和专业发展的实际影响。大多数教师支持显式拼写教学的重要性。这种判断更为频繁，并且受到支持年幼儿童的教师的高度评价。教师们大多报告自己设计了拼写资源，强调课程拼写列表缺乏对教授拼写策略的指导，并质疑它们是否适合不同能力的学生。记录了一系列拼写程序和策略。这些发现提供了对通用教学方法的深入了解。讨论了对教师培训和专业发展的实际影响。大多数教师支持显式拼写教学的重要性。这种判断更为频繁，并且受到支持年幼儿童的教师的高度评价。教师们大多报告自己设计了拼写资源，强调课程拼写列表缺乏对教授拼写策略的指导，并质疑它们是否适合不同能力的学生。记录了一系列拼写程序和策略。这些发现提供了对通用教学方法的深入了解。讨论了对教师培训和专业发展的实际影响。教师们大多报告自己设计了拼写资源，强调课程拼写列表缺乏对教授拼写策略的指导，并质疑它们是否适合不同能力的学生。记录了一系列拼写程序和策略。这些发现提供了对通用教学方法的深入了解。讨论了对教师培训和专业发展的实际影响。教师们大多报告自己设计了拼写资源，强调课程拼写列表缺乏对教授拼写策略的指导，并质疑它们是否适合不同能力的学生。记录了一系列拼写程序和策略。这些发现提供了对通用教学方法的深入了解。讨论了对教师培训和专业发展的实际影响。