Developers of highly sophisticated spelling software understand that words to be used to provide spelling help to students should be given in context; that is, they should not merely be a hodgepodge of words from traditional spelling lists that are forced upon children.
First, the words should at least be those that a child uses in everyday language, and second, there must be adequate usage examples for each so kids can fully comprehend what the word means, and at the same time, why it is spelled that way.
The importance of using high-frequency is stressed by Thomas Horn in his article on spelling in the Encyclopedia of Educational Research, when he said that there is as yet no field-tested alternative for direct instruction on the basic core of high-frequency words required in child and adult writing.
As well, Fitzsimmons and Loomer (in DiStefano & Hagerty, 1983) advised that 'the spelling words of highest frequency in child and adult writing should be studied by elementary school children.'
The word lists in the popular Ultimate Spelling software, a complete educational resource for improving all aspects of literacy, have been formulated after a careful study of high-frequency words appropriate for the different grade levels.
Learners are given spelling help with features such as illustrations, wordnets, audio pronunciations using a real human voice, and grade-boosting spelling tests that assess their performance.
To answer the need for contextual relevance, the Ultimate Spelling software provides several usage examples that help elucidate the meanings of the words, and a feature called 'Word Discover' automatically surfs the Web for all kinds of information on the words being studied.
Just as a teacher offers spelling help to students by introducing a new word that is relevant to the lesson at hand, so too must spelling software elaborate on a word using various features.
To encourage students to expand their vocabulary, educators must 'be alert for "teachable moments" when they can integrate word study into ongoing content area lectures and discussions' (Hennings, 2000).
When an unfamiliar word from any lesson is encountered, it helps to ask the students to research its etymology or country of origin, and for younger learners, words that rhyme with it, or its synonyms and antonyms.
A teacher can also post the new words on a bulletin board to help students retain the word and its spelling visually.
The more information is given about a word, the better it will be remembered by a child.
References:
Hennings, D G 2000, 'Contextually relevant word study: Adolescent vocabulary development across the curriculum', Journal of Adolescent & Adult Literacy, vol. 44, no. 3, pp. 268-279.
DiStefano, P & Hagerty, P 1983, 'An analysis of high-frequency words found in commercial spelling series and misspelled in students' writing', Journal of Educational Research, vol. 76, no. 3, pp. 181-185.