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Friday, November 25, 2005


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I got 50%, which is appropriate, since I'm half ashamed and half righteously enraged.

58% - terrible and confused by apostrophes but good at commas. Interestingly dh got the same score for the opposite reasons.

Also 58%.

I think spelling is often related to attitude - at least that was the case for me. I remember being quite a snob about it in primary school. I was v good at maths. I thought that people who concentrated on wrote learning the spelling list each week did so because it was easier than learning maths. I regret it.

Interestingly enough, I was very widely read as a child, and had a great vocab. I was better at spelling tricky words than ordinary ones.

I am also very spatial, and had to do many spatial tests to gain admission into my industrial design degree. So there you go, good at map reading/directions/drafting , but not good at the everyday spelling.

I don't know what this does for your theory but I'm a mix of all your attributes.

I'm not a terribly good speller and I sucked at it in primary school. On the other hand I have no trouble with punctuation - I may occasionally punctuate things incorrectly (especially when typing) but it's lack of attention to detail, rather than lack of understanding. I'm also intuitively good at grammer (but was never really taught in school). I suspect maybe the grammer and punctuation thing are more related than punctuation and spelling in my case.

Maths was my best subject in school and I am an okay map reader, but I don't have the greatest sense of direction. Make of that what you will.

By the way, I'm also a 92% stickler, and the one I got 'wrong' was open to interpretation (the comma they wanted changed the meaning)(the 'of course,' one).

Well I tried, but got frustrated because I'd put the bloody apostrophe in the right spot and it would quickly go into the wrong spot and I'd get 'WRONG!' After this happened twice, I threw in the towel. I might be ok with where apostrophes go (should there be on in there I wonder?) but my mouse pointing skills are clearly lacking. Its good however, to know where to find sticklers when in doubt!

75%, which is less than I'd expected, but I need to think about my commas to put them in the right place, so maybe it makes sense.

It's pretty good, though. I got taught the "modern" way, experientially, and didn't know what the difference between a verb and an adjective was until well after I left school.

92% here too. I'd not thought much about the spatial/spelling connection until you wrote about it. I wonder if there are many paths to good spelling--for some it may be a visual thing (the word looks right), for others a memory thing, for others a cognitive thing (connecting morpheme patterns). so maybe all these factors can combine in different ways. I teach English, so I know there are all kinds of things about form and langauge and style that I really believe people can learn, and that I can teach (many of my students initially disagree, thinking language abilities are born, not made). But as I watch my (now 3.5 yr old) daughter move toward literacy, it really seems magic. At the moment, for her, it's all about shapes (at Russian school today they learned the letter that goes [g], a letter she had also learned in English at her regular school. "Ours is a round circle," she told me (the Russian G looks like an upside down backwards L, so it's all angles, no circles).

92% here too, but my error was a genuine error, not a difference of opinion. But I'm OK in theory, and bad in practice, on apostrophes - I'm always getting its wrong in my written work.

I'm good at maths, and spelling, and (it seems) punctuation, but I've always thought that my good spelling is related to my voracious reading, not my maths abilities.

Morgan I think that modern approach is no longer current - at least at O's school! They are already doing nouns, adjectives and verbs - in year one!
He also brought home some class work on 'compound words' - they were given words and had to circle all the words they could find inside them. For example, in the word 'giant', he found 'a', 'an' and 'ant. He told me he'd done very well on this, and it did seem that he had. I would imagine that would be a good exercise for developing spelling skills or an expression of good spelling skills (chicken and egg situation).
Susan, I find all of this fascinating so whenver you want to write more about the process of teaching English, I'd be happy to read it.

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