What Really Is Key To Spelling?


New booklet by Phyllis Pottish-Lewis



The controversy that surrounds the teaching of spelling is one that has been present since the turn of the century. Commentators of spelling strategies are divided in their rationale for instruction. Many believe that spelling ability is largely a consequence of memorization and drill known as the non-context-based/rote spelling method. Their belief is based on the fact that English orthography is an undependable reflection of our speech. However, more and more others have come to believe that the focus for instruction should include an acknowledgment of each child’s developmental processes for acquiring language. Spelling is not simply a low-order psychomotor skill, but rather an unfolding of complex, cognitive operations that must be given support by allowing the child to have exposure to the written word with context-based/reading opportunities.

Ms. Phyllis Pottish-Lewis holds both primary and elementary diplomas from the Association Montessori Internationale. She has over 37 years of teaching experience with children ranging in ages from three to twelve and 40 years of lecturing and training on AMI elementary courses. To complement her years in the classroom and on training courses, she also has two years of experience administering an AMI school. Presently she is a lecturer on national and international AMI Training Courses and an AMI consultant, as well as a frequent presenter at various workshops, conferences and Refresher Courses.