Written by Rachel Timmermann

Teachers commonly complain about the lack of instruction time, improper resources, and mixed student results as they provide spelling instruction. Individualized development is attainable for each student through a research-based approach.

What does the research say?
Historically, spelling and reading instruction has begun with phonics and memorization. This is problematic, since the instructional level of spelling words corresponds to words students read with automaticity; it does not correspond to words they must decode (Templeton and Morris, 1999). In the 1950s, Horn’s research studies cited that the irregularities in the English language required students to memorize words. Horn developed grade-level lists of words for students to learn. But students learn best when instructed within their developmental level (Ouellette, 2013). Continue reading →

Written by Larry Czer

The first secondary teachers graduated from DMLC in the spring of 1993. The then STEP program was designed as a means to meet the needs of an expanding WELS area Lutheran high school movement. The original concept was to prepare students to serve as either elementary or secondary instructors. The assumption at that time was for these students to serve in an elementary setting prior to receiving a call at the secondary level. Those emphases have changed over the last 25 years. Now our newly minted teachers are entering a field where accreditation, licensure, and credibility are requirements. The English Division at MLC prepares teachers to meet these expectations. Continue reading →