Morphographic spelling program

To learn about the specific purchase options for this program, please contact our Customer Service team at Skip to main content x Sign In. Spelling Through Morphographs Grade Levels: This program gives older students the tools to become successful spellers and transfer their spelling knowledge to vocabulary! Shop All Components.

Ordering Options. About the Program. Intensive, teacher-directed lessons introduce new morphemes, rules, and principles. Each lesson takes a small step toward proficiency, building on and repeating essential principles of spelling to foster longterm retention. In the first half of Spelling Through Morphographs alone, students learn over morphographs and the rules needed to spell over 3, words. By the end of the program, they learn over morphographs, and are able to spell over 12, words.

And the fact that morphographs have meaning not only helps students remember their spelling, but it also helps them figure out the meaning of unfamiliar words. View Details s. To purchase digital products for your school, add it to your cart and sign in with an Educator or Homeschooler account. Some products, like answer keys, may require a teacher or homeschooling certificate.

We will email you to let you know after your order. The second stage in Frith's model was called "alphabetic" and was much more analytical. During this stage, the English alphabet system was identified in a word element by element so that sounding out words became paramount and the rules for representing spoken English were most important.

Some visual representation was also present to augment the learning of segmentation skills. Ehri called this "phonetic cue reading. The third and final stage in Firth's model was the "orthographic" stage, where readers were skilled enough to analyze words from much larger units.

Letter groupings and word structure become critical here for processing word knowledge. Ehri called this "cipher sight word reading. Taken together, these three stages could provide a reasonable framework for application to deaf readers if the alphabetic stage was stripped of its phonemic segment, as is normally the case for deaf readers who do not normally benefit from the phonemic presentation of a word.

Gaustad argues that deaf readers can "circumvent both the necessity of acquiring mastery of the phonemic system of English and the later difficulties…in learning to apply graphophonemic correspondence to read English" by learning directly a "morphographic" representation of the English word system. For Gaustad, morphographic analysis could be a productive strategy for improving word knowledge in deaf readers in that the phonemes that rely so heavily on spoken representation to be mastered could be readily replaced by learning morphemes, already inherently larger units with a much more regular application that deaf readers already know.