Introduction
The authors Templeton and Morris of the article Questions Teachers Ask About Spelling draw the attention of readers to the problem of misspelling. A qualitative type of research is used, thus collecting textual data. The authors do not emphasize population, sample, or focus groups, as they use secondary data collected by other researchers. The hypothesis of this study is the assertion that over time, people, mainly students, begin to more and more incorrectly display words in writing with the admission of errors. The authors developed a series of questions, the answers to which allow confirming the correctness of the hypothesis. The study is being conducted to provide further recommendations, which are given in the conclusion and are a preventive measure for the further development of misspelling.
Analysis: Questions Teachers Ask About Spelling
The article has many advantages, based mainly on a wide variety of opinions and quotes from other researchers. This supports and develops the research question allowing to convey information from different sources to the reader. The highlighted headings also correspond to the research topic, allow to reveal the issue from different angles, and help to understand, for example, the sources of the problem, how to solve it and what impact students and teachers have. There is also a downside, which is that the bias of the authors is noticeable. The opposite view is mentioned in only one part of the article, while throughout the study, the research that supports the claim that misspellings develop and have a negative impact is noted. Moreover, some statements such as “on the other hand, many school systems report that students’ performance on standardized tests of spelling is poorer than in previous years” are not quoted, nor is it mentioned that this is a personal study by the authors (Templeton & Morris, 1999, p. 102). However, this is a full research article that proves a specific position.
The article allows to study the highlighted issue of the development of incorrect spelling among students and explains the reasons, such as the lack of knowledge of teachers on how to teach this correctly, and the inattention of students, as well as the fact that this is becoming a social norm in communication (Templeton & Morris, 1999). The importance of research is in collecting, organizing, and supplementing information from various sources.
The article provides recommendations for improving the existing teaching system, which implies the development of a new teaching methodology for both teachers and students. These guidelines are essential and are applicable to real life. For me, the information given in the study is partially new since I previously noticed the problem but did not study its essence and globality. In addition, due to the extensive research provided in the article, it is possible to form an opinion about the urgency of the problem and the need to find and implement a solution.
Conclusion
In conclusion, the article not only provides arguments to support the assertion that misspelling develops in society but also practical recommendations. With the help of the article, it is possible to develop a new teaching system that will give teachers an understanding of how to correctly convey information to students and allow students to learn and apply correct spelling in the future. Additionally, the article emphasizes the urgency of the problem in the modern world, which affects readers and allows them to pay attention to their own spelling, and correct it if necessary. Thus, the study has successfully achieved its original goal of confirming the hypothesis.
Reference
Templeton, S., & Morris, D. (1999). Questions teachers ask about spelling.Reading Research Quarterly, 34(1), 102-112. Web.