Writing tests conducted by the University of New South Wales reveal that about nine times more students in Singapore where about half of children speak English as a second language can spell less-common English words or those with unusual spelling patterns. The stark difference is attributed to the more traditional drill approach adopted by Singapore schools to teach spelling, with the syllabus even listing words that students are expected to be able to spell. Learn more at The Australian.
Posted by David Roberts on 27 July 2006 in Methodology