Sandra Rollins Hurley

Preventing spelling disabilities

This paper synthesizes the results of research from the fields of psycholinguistics and education into the nature of the process of acquisition of spelling skills, and provides insights into some cases of dysorthographia. The spelling problems of some children appear to have resulted from the early adoption of an unusual reading strategy. This strategy, and its attendant spelling disability, may have resulted when these children began the reading process in a state of phonological unreadiness. Specific suggestions for classroom instruction in reading and spelling are derived from the research. These techniques, if adopted, would prevent or alleviate the spelling disability of children who exhibit the symptoms described.

Mathematical problem solving and young children

Educators of young children can enhance the development of a problem-solving thought process through daily activities in their classrooms. An emphasis should be placed on the actual thought process needed to solve problems that occur in everyday living. Educators can follow simple suggestions to create problem-solving situations for all ages of children. The process of thinking through a problem and finding a solution is more important than traditional mathematics counting and memorizing useless facts. Even very young children are capable of a problem-solving process that is on the appropriate developmental level. The problem-solving process is constructivist in nature, as each individual perceives problems according to her or his background and developmental levels. Educators need to make a conscious effort to capitalize on all stages of problem-solving thinking to enhance future mathematical development.