S2.3 Discussion: Models for Word Study

Think of students or children you know. Which ones are proficient readers and writers who appear to grasp phonics and spelling skills readily? Are there also others who need additional support learning and applying these skills? How might the model be modified to meet the ability levels and curricular goals of these two different types of students? What role would direct and explicit instruction play in these modifications? Provide reasons from your experience and from our readings in your response.

Note: The content says 
"Think of a child you know. Would the description of the stages in the developmental sequence discussed by Bear & Templeton (1996) and illustrated in the Words Their Way table help you to characterize and describe that child’s spelling? What are your impressions of the reading, writing, and word study focus suggestions provided in the table? How might these suggestions help you plan for instruction?"