Malt Joshi: Spelling: What Research Says and How It's Taught
Spelling: What Research Says and How It's Taught
Dr. R. Malatesha (Malt) Joshi Ph.D
Spelling is a window on a person’s knowledge of words and improving spelling not only helps writing but also vocabulary and reading. However, our research has shown that spelling is not explicitly taught in schools. Further, not only many classroom teachers and university professors do not know the principles of English spelling but even the textbooks used in teacher preparation programs have given incorrect information.
November 19, 2020
Dr. R. Malatesha (Malt) Joshi Ph.D
Professor of Literacy Education, ESL and Educational Psychology at Texas A&M University
Editor of Reading and Writing and the Monograph Series Literacy Studies.
R. Malatesha Joshi, Ph.D., is a Professor of Literacy Education, ESL and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing and the Monograph Series Literacy Studies. He has over 150 publications in high-impact journals and has published 21 books relating to literacy development. He has received numerous national and international awards such as the Erasmus Mundus fellowship and has been invited as a senior research scholar in various countries. Dr. Joshi also has received numerous state, federal, and international grants totaling more than 15 million dollars. Because of his research contribution, Dr. Joshi was selected as the 2017 Fellow of the American Educational Research Association (AERA), their highest award that exemplifies the highest standards of excellence. In 2019, he received the honorary award from the Association of Reading and Writing in Asia for ‘extraordinary contribution to understanding literacy around the world’. Most recently, he was awarded the Samuel Torrey and Joan Lyday Orton award, the highest award of the International Dyslexia Association, which recognizes a person or persons who have made a vital contribution to our scientific understanding of dyslexia; significantly enhanced and advanced our capacity to successfully intervene and assist people with dyslexia; expanded national and international awareness of dyslexia; or demonstrated unusual competence and dedication in service to people with dyslexia.
