Developing English Spelling in the primary grade Schools in Saudi Arabia

Literature Review

Literacy is the ability which helps to write and read and to use the written information in a more

appropriate way, in a range of indexes. It is used in order to create understanding and knowledge,

to acquire the personal growth and to practice in a more effective way in the society. Literacy

also involves the identification of number and symbols and mathematical signs within text.

Literacy includes the critical thinking and listening with writing and reading, and integration of

speaking (He & Wang, 2009). Effective literacy is dynamic and flexible, and purposeful and it

continues to grow throughout the lifetime of individual. Reading, listening, speaking, critical

thinking and writing gives the index in which the students will get the skills, understandings,

knowledge and strategies which are the major requirements to spell (Neuman& Dickinson,

2001). When the students write something, they apply the understanding and knowledge which

they have learnt in order to spell the words. The objectives of spelling are the objectives of

learning on its own, that is: to make some meaning, and to share the meaning with the readers in

the way, that they may understand it clearly. Because of that spelling is functional like its

purpose is to make meaning.

Standard or correct spelling helps the reader (Wedell&Alshumaimeri, 2014). The correct

spellings are being determined with the help of language communities. Additionally, the correct

spelling assist in providing the writing credibility and that is why it gets approach to a large

number of audiences. In order to do communication across the borders of pronunciation and

dialect the write needs to learn the correct spelling. For most of the students, learning the correct

spelling is a difficult task which involves them in the process of solving their problems like how
to spell the words in the accurate way, which they want to use. In order to achieve that, they need

to make sure that they have the right knowledge regarding the word spell. Some of the current

developments and advancements in the technology, like software which is used for spell

checking, have not been enough able to ignore the need of the writer’s knowledge regarding

word spell. This type of knowledge helps in proof reading, but still it does not work like a

substitution for the knowledge regarding spell checking (RodrÃ-guez et al , 2012). Many of the

factors can affect whether a student is able to spell correctly or not, these factors include: the

index in which the writing is being done, the objective of writing, the reader of the text, the

development stage of the writer, and the development stage of the written text. In the initial

stages of their spelling and language development, writers may use some spellings that are equal

to their conventional forms. They typically start moving from the approximate term to correct

spelling. With the help of knowledge they have gained, they create the ways in order to deliver

their messages and then with the passage of time they understand how to use conventional form

of correct spelling. During all these practices, the duty of the teacher is to motivate and

encourage the student regarding the pronunciation of correct words, and the teacher should make

them learn the unfamiliar terms in an effective way (Shemesh& Waller, 2002). Although, there

are 44 sounds for 26 words, but still the sound of many of the words are not the way they are

actually spelt. Literacy is a thing which has importance in almost every country and every state

accept the fact that literacy is vital for their growth and this is the reason that countries are doing

efforts in order to increase their literacy rate. Literature reviews make us up to date about the

current situations and about the changing also.

Understanding English spelling

Writers are required to comprehend the English spelling to spell precisely. The spelling of

English is the mechanism which combines morphemic and phonetic patterns in order to build

sense in writing. Comprehending the patterns that are phonetic allow writers to spell words

effectively which have foreseeable sound-letter correlation, such as mat (Hyland, 2003). The

patterns that are morphemes are littlest language’s unit which conveys meaning. Phonemes such

as /b/, /t/ and /a/ together make morphemic /bat/. However, word bat conveys some interpretation

relies on the circumstances in which it is used. For instance, its interpretation is unique in each of

these cases: ‘I purchased cricket bat’. ‘She goes in to bat’. ‘Bat disperses its wing’. The closing –

ing is a morpheme as well, although it conveys interpretation only when it’s leap to word such as

bat, to form batting. As one can see, appending the morpheme –ing results in altering the

different morpheme, on this occasion the repetition of last consonant (Sipe, 2008). Luckily, such

kinds of alterations in morphemic are reasonably regular in the English that is the reason of

interpreting the patterns of morphemic is another significant element of the knowledge of

spelling. Usually the spelling point ‘rules’. Interpreting these attributes of the language of

English assists writers in English spelling, because of the reason that it is effective to recall that

various words which are not very easy to spell have the spellings that are non-phonetic for

multiple reasons: their current spelling may depict the way they used to be pronounced decades

ago or they may be adopted from the foreign language (Swander et al, 2007). Majority of these

attributes must be memorized as individual cases. There is not any steady technique to what the

language of English does with the adopted words from rest of the languages. Either etymological

knowledge or visual knowledge is involved in these occasions. The best possible way to

memorize the way of spelling general two words efficiently is merely to memorize that is seems

like that, depending on the visual knowledge. Whereas, the best possible way to memorize the
way of spelling psychology efficiently is to memorize that it begins with Greek alphabets psi and

has other Greek alphabets chi inside it, the identical alphabets as in Christmas. This indicates the

significance of etymological knowledge, not just for the mature students, but for students of any

age as well who are learning when they are required to memorize the spelling of any specific

word (Zhao, 2010).

The most experienced speller will infrequently hear an unknown, non-phonetic word and he or

she is usually unable of using visual or expressed information for working out its true spelling.

At this point in time, the writer will have to use these strategies like asking from someone or

consulting dictionary (Neuman& Dickinson, 2001). Usually, visual knowledge will assist others

finding an unknown non-phonetic term in dictionary or select a word in checker of spelling.

Furthermore,the expressed and organized teaching of knowledge, expertise and strategies related

to spelling at all levels of development of spelling will guide students in progression the

capability of producing correct spelling persistently. As, students develop in their stages of

understanding related to the objective for writing and the ways of working of spelling system

(Hildreth, 1962). This will help them in increasing the number and scope of strategies of spelling

they utilize and improving the ability of selecting, applying and integrating proper spelling

strategies.

The analysis of phonological, observable, morphemic,grammatical knowledge and the role that,

they play for assisting students in knowing good spelling. At all levels, there is a need of

expressed teaching related to knowledge of all these four kinds of spelling, for ensuring that they

have equal repertoire as they get access to the spelling of both known as well as unknown words.

Particularly, expert spellers are also capable of integrating the strategies of spelling, they use and

also made knowledge of spelling on which they draw (Wedell&Alshumaimeri, 2014).

Understanding about English spelling can be obtained by giving focus to the letter’s sound

because every letter has different sound and if students on primary level teach by phonics then

understanding level will also increase. Putting pressure on sound through phonic method has

been introduced in many countries and it has been successfully developed the understanding.

More on monosyllabic words can help primary students in case of learning sound to letter

understanding which means that student can make words by himself through the sounds of the

letters and monosyllabic words also cover the factor of letter to sound in which student can

pronounce the words by recognizing the sounds (Kessler&Treiman, 2001).

Spelling in the different key learning areas

The practical view of language that constructs the State Literacy Strategy concentrates on the

way in which people make use of language for various objectives and the link between language

and its meaning. This point of view has applicability for the way of doing reading; writing,

speaking and listening are educated in all important areas of learning. Students are learnt about

the importance of spelling that if there is a need of writing English in a way which can be clearly

understood then there is a need of using correct spelling of words. In primary schools, a

separation of learning is done in to important areas. Every important learning are uses specific

written, spoken and in the form of symbols for presenting its knowledge. Thus, students have to

learn different type of literacy for every crucial subject (Aljoudi et al, 2011). The teachers of

primary school have the responsibility of valuing the use of correct spelling by all the students
while writing. The teachers also have to make identification of demands of spelling of their key

areas of learning and for teaching students mainly the particular vocabulary of students and the

knowledge of spelling which is needed by all the students for spelling the vocabulary in a correct

way. Another point,Teachers should give students four different kinds of knowledge related to

spelling in all important areas of learning.

When parents make observation of the approximations of spelling of their children then they

often think that they can assist or guide then and to how much extent they can make corrections

in their approximations (Neuman, S., & Dickinson, 2001). For increasing the value and

efficiency of the role played by the parents in spelling development of the students, there is a

need by parents as well as teachers of sharing information related to practices and expectations

of literacy of both. Developing usually understanding of way of teaching spelling and

expectation of students will make this thing sure that home and primary school of students is

consistent with each other. In this way, students will get success in learning English spelling.

Particularly, schools can help parents by giving access to the important information which they

can use in developing English spelling in children (Ajab Al-Furaydi, 2013).

This can include, way of teaching spelling in the whole curriculum, the results which are

expected from the students at various levels, the relationship between spelling and other different

language mediums of speaking, listening, reading and writing and the way of assisting spelling at

home by the parents. Teachers of primary schools should encourage the parents to guide their

children related to those factors of knowledge related to spelling for which they can feel positive.

They should be motivated for giving their children different dictionaries; they must be pocket

sized and big and also provide them other necessities required for learning spelling. Parents

should also tell their children the true spelling of words with which children are not much
familiar (Al Sheikh et al, 2015). It is obvious that meanings of words develop through spellings

and making spelling mistakes cannot give a good impact on reader and as there are many words

that sound same bout have different spellings and this fact can create difficulties for a writer if he

did not spell correctly because wrong spellings can change the message in that sentence.

Spellings also have a psychology and for getting proper grip, psychology understanding is

necessary and it should be developed at early stage (Hanna, 1971). Many research reports

concluded that English understanding with proper knowledge of spellings is difficult for age

more than 12, so it is better to provide a proper organized scheme in primary schools.

Whole-school focus on spelling

Within a focus of whole-school on literacy teaching, an expectation is made that all the schools

focus on teaching English spelling. For supporting students, permanent and step by step

development as spellers and for promoting improved results, there is a need of adopting an

approach in whole school to teach and assess spelling. This thing must be ensured by the schools

that proper plans are made the main focus of which is on implementation of spelling as an

important portion of literacy strand in yearly plan of primary school (Mohamed KhalifaGawi,

2011). A coordination must be done of these plans with the support team for literacy of schools,

for giving students number of opportunities for experiencing success in spelling. It is the duty of

the administration of primary school for giving training to all the teachers to make them

understand spelling and this will help the teachers in applying these understandings and

knowledge in classrooms in all important areas of learning (Choudhury, 2004). In primary

schools, the evaluation is done according to the achievements of students and this help them in
identifying more action which must be taken and also in identifying the areas in which there is a

need of support. In schools where there is coordinated approach in spelling also helps them in

getting awareness of the outcomes of the English spelling for which expectation is made from all

the students and for clarifying the duties and responsibilities of all main groups, which include

students, teachers, supervisors and other executives of schools as well as parents. Specifically, an

expectation has been made that schools will motive the parents for participating in making

improvements in spelling of student (Ajab Al-Furaydi, 2013).

Within a linked environment of learning in which learning of spelling is closely integrated with

learning of speaking, listening, reading and writing, proper teaching must be done in a systematic

and expressed way related to different kinds of knowledge related to spelling which is

appropriate to the purpose of writing and level of development in spelling (Alenezi, 2015).

Systematic teaching as mentioned in concentration on literacy has three significant dimensions.

First of all, it includes teachers will having proper understanding of kind of knowledge and

expertise which they have to teach and a clear assumption of time when there is appropriateness

in teaching of specific skills (Gillet & Gillet, 2012). Secondly, there is a need by teacher of

monitoring step by step the requirement for some skills which are needed to be taught. Thirdly,

the knowledge should not being left for chance. The expressed and well-ordered teaching of

spelling depicts that teachers must give a linked environment for learning of English language, a

day to concentration on skills and expertise related to spelling and lessons for the aim and value

of instructions related to spelling must be expressed to all students (MAHBOOB & ELYAS,

2015).

The teachers of primary school should focus on teaching phonological, morphemic and spelling

knowledge to their students. They must be taught about the strategies which they can use at the
time of implication of that knowledge. It has been found from a research that students must be

involved with certain activities of English spelling through which they can learn that how they

can use spelling while reading, speaking, writing and listening (Alnaim, 2015). They must be

given with different opportunities through which they can use their personal knowledge related

to spelling.

In all the stages of primary school, students must be learnt about continuous development of

their skills and expertise related to use of English spelling. Although, students should make the

goal of learning correct English spelling at all levels of development, but they should focus

mainly on spelling in their early stages of life. When students learn more and more things, then

knowing correct and true spelling helps them in using that knowledge of spelling more

frequently and consistently (Abdullah, 2007). However, perfectness in case of spelling can be a

significant indicator of having knowledge of spelling which can be used by a student or still

needed to be taught. Where convenient, teachers should explain strategies of spelling which can

be utilized or give correct spelling. For teaching spelling in an effective way, teachers should

understand the way of giving access to students for four kinds of knowledge which is required

for spelling words, the way of planning programs of classroom by utilizing the main strategies of

teaching which can assist in learning English spelling (Zhao, 2010). Saudi Arabia has a policy in

which 4th or 5th grade students can start learning English language, which shows that this

teaching planning is not suitable for second language students because in 4th or 5th grade,

students usually are age of 12 and it becomes difficult to understand English language with

proper spelling knowledge in late age. So Saudi Arabia’s Minister of education should make a

policy to providing English language courses in all schools at early stage, so that students can

learn more quickly in a better way and it should be ensured that proper teaching techniques have
been provided in all public schools. Many leading companies in Saudi Arabia are hiring

professionals which are good at English accent from other countries because they know that

Saudi public are lacking in English language skills, due to which Saudi public rarely got

employment opportunities in leading companies and in other industries also which is not

showing a good image.

Modeled spelling

In modeled form of spelling, teacher explains the way of using visual knowledge, morphemic

knowledge and reading knowledge at the time of spelling words. The teacher expresses the

knowledge of spelling with students by showing, demonstrating and instructing while students

see, listen, involve and respond to that (Cenoz, 2007). Modeled spelling format can be improved

in a way that teachers should focus on the writing and speaking skills of students, For example

when a student write a word, teacher should ask him to pronounce that word, this process will

increase the learning capability because taking writing and speaking skills side by side can

enhance the learning criteria (Nulman &Gerber, 1984). Teachers should conduct written tests on

English language twice in a weak rather than preferring oral test which will highlight the

mistakes of students in spellings and so that teacher can provide better criteria about spellings,

this can be another form of modeled spelling.

Guided spelling

The teacher guides one single student or group of students in accordance with the usual needs of

spelling, identified by effective procedures of assessment. Assisted spelling is particularly

focused explained time. Teachers give instruction, teach, ask, prompt, evaluate and lead the

spelling development of students while an expectation is made that students will keep involved,
solve issues, do activities, take risks and learn the true spellings (Conttia, 2007). If a proper

guideline is provided to English teachers according to which they can teach their students and

then performance of students about spelling learning should be assessed by an individual

professional.

Independent spelling

The teacher formulates contexts of written language with having a purpose in which students can

be made able of applying practice and integrating the knowledge gathered, specifically at the

time of modeled and guided sessions of spelling. Teachers make, motivate, give feedback, keep

an eye and record all the activities of students related to development in their English spelling

(Wedell&Alshumaimeri, 2014).

A proper syllabus should be given in schools about English language and there should be strict

rules on completing that syllabus in proper way, this will bring a change and so students can also

give a positive response because proper teaching can build better learning criteria.

Assessing spelling

Assessment is a very important part while teaching English spelling. It’s the responsibility of

teachers to do correct assessment of students so that they can get information related to their

achievements in spellings and helps teachers in making plans related to programs of spellings

which are important for students for making more progress (M Alhaisoni et al, 2015).

Assessment can be made informally in the class, but for this also, there is a need of proper

planning, for ensuring that teachers are properly monitoring the progress of students related to

spelling, utilizing the results suitable for every level as a base for their programs of teaching. In

addition to the use of assessment activities made by teachers, different tests related to spellings
can also help teachers in assessing the spelling skills of students. These tests give information

related to achievements of students in respect to spelling and a suitable benchmark of

performance for the whole school for analysis of results (Mohamed KhalifaGawi, 2011).

Development of spelling in students

With the passage of time, when students learn writing, their spelling explains different features

which can specify various levels of development in competence of spelling. These features of

progress in spelling can be shown in writing of students by analyzing their behaviors related to

spelling (Alhaysoni, 2012). It is the responsibility of primary schools for addressing the needs

and requirements of all students, which also include those who have some difficulty in English

spelling. Teacher should keep an eye on the development of students in spelling on regular basis

and should take a positive way in case when students are doing much progress in spelling

(Botley et al, 2007).

A systematic tracking of all those students who are in need of continuous teaching of spelling

must be done in order to improve their spelling skills. Students who feel difficulty in spelling

must be given with extra support and expressed teaching for assisting them in order to gain extra

knowledge, competencies and strategies they require for becoming effective and good spellers. It

is not compulsory that all the students feel same type of difficulty in spelling. So, it is important

for teachers to collect much information for making effective judgments related to spelling

requirements of particular students (Dixon et al, 2010). Proper groups must be made of those

students who have same types of needs for expressed teaching, activities and feedback. The

sessions to guide students related to spelling give the most important opportunity for teachers in
order to work with students who have problems related to spelling, guided by teachers. The

sessions of spelling may include planned education which is matched and according to the

spelling requirement of particular group. These instructions allow the students to get progress in

field of spelling. Moreover, students who experience problems must do participation with the

other whole class in modeled spelling in which they can share their knowledge with others (Sipe,

2008).

At early stage kids can learn spellings through the phonics, which can be done by providing

proper training to teachers. Different phonic toys can also be helpful in this matter because

through that toys, kids can learn better.

English Spelling in the primary grade Schools in Saudi Arabia

In context of Saudi Arabia, English is taught in schools as foreign language (EFL), in which

there is a need by students to learn four different skills of language. In English language class,

the most difficult area is teaching English writing and learning in context of Saudi (Aljarf, 2007).

As a significant part of writing, a main challenger is posed by spelling to the initial learners of

English, which result in words with wrong spelled and sentences with no coherence (Hyland,

2003).

Hildreth (1962) found that true spelling is a proof of good behavior and due to bad spelling the

impression of inadequacy in education is shown. It has been claimed by Bean and Bouffler

(1987) that importance has been assumed by standard spelling beyond the role it has in written
language. In literacy club, it has proved to be a ticket and the design to the traditions. Spelling is

a tool of communication (Chandler-Olcott, 2001).When spelling is improper then it depicts that

writer is not intelligent and is careless as compared to other students which is not a good sign

(Granham& Harris, 2005). Moreover, it has also been found that learners of English language,

included Arabic students, have problems with spelling of English words (Al-zuoud, K. M.,

&Kabilan, 2013). These problems have been due to different reasons like difference in system of

orthographic between Arabic and English and interference of first language. In addition to this,

these difficulties in spelling can cause many errors in spelling which have negative impact on

proficiency of Arabic students' writing (Saiegh-Haddad, 2004). In classes of English language,

the most important part must be to address errors in spelling. The structure of English sentences

is affected by bad spelling and results in mispronunciation of words. Bowen (2011) focused on

learning of spelling as an important part of writing. Despite the significance of spelling in

making meaningful texts in writing form, programs of language usually concentrate on teaching

speaking, writing, listening, andspelling and usually neglect the instruction of spelling.

Al-Jarf (2005) found the correlation between spelling and listening apprehension of students and

interpreting test in context of Saudi Arabia. From the analysis of data, it has been found that

students of EFL used wrong spelling of 41.5% words and give correct answers to just 49.5%

questions during listening apprehension test and gave correct answers to 52% questions in test of

decoding. Al-Jarf (2007) did a research and found 36 errors of spelling by first year students who

were doing majors in language in a university of Saudi Arabia. She examined that significant

affects in spelling errors in English language were spelling system of Arabic, mispronunciation

of students, conflict with other words of English and not knowing the pronunciation of American
language. The research has recommended that more study should be done on these affects for

understanding the difficulties faced by Arabic students in English spelling.

There are another studies in some Arabic countries which can face the same difficulties. One of

these studies isAl-zuoud and Kabilan (2013) study which analyzed errors of spelling in written

architecture of 43 Jordanian students of English language in a university. They found 228 errors

of spelling which appeared in 43 papers and then divided them in to four kinds in accordance

with the classification of Cook i.e. omission, substitution, insertion and transportation. The

results found that the most occurring errors of spelling were errors of substitution and omission.

Similarly, Al-Jabri (2006) analyzed the errors of spelling in 114 Omani students of fifth grade in

two rural schools of Oman. The data was gathered from tests of spelling taken on 10 words. In

this research, the most usual errors were also the error of omission and error of substitution,

while there was less frequency transportation and insertion errors. Swander et al (2007)

mentioned that spelling issues are mostly in Arabic students because of differences in languages

of Arabic and English, as compared to the errors of spelling done by other different learners who

belong to non-Arabic countries, who has similar kind of languages with English.

In the United Arab of Emirates, Al-Taani (2006) explored the errors of spelling made by students

in writing at secondary level. In the study, the sample was 200 students who were randomly

chosen during the academic year of 2003 and 2004. In the research, the classification and

identification of position of errors was done depicting that mostly errors of spelling happen in the

middle of the word. The research suggested that this type of error must be given more time for

investigation.
Fender (2008) did a research on spelling of Arabic and non-Arabic students and reported that

students of Saudi Arabia have lower level of success in skills of spelling and they also feel more

difficulty in making patterns of spelling of words.

Saudi educational environment is not so good on giving knowledge about foreign language and

that’s why many royal families of Saudi Arabia prefer to send their children to private expensive

schools and due to this factor, other students may feel complex. To raise employment

opportunities and to grow in a century where English is known as a leading or major language,

Saudi Arabia should give attention for making English Medium schools, because through this

change Saudi Arabia can grow in a better way. It has come into knowledge that Saudi

Government is planning to introduce some separate English learning institutions which will

definitely show a change and can help in country’s growth. Saudi Arab has no issue about

funding in such educational projects because it is known as wealthy country which has a lot of

resources and so if government provide sufficient finance to its educational plans then economy

will earn a major benefit in long run and so companies of Saudi Arabia can also grow and can

make their image better.

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