LSCWC

Freebody & Luke, 2003, and earlier, Wray, Medwell, Fox & Poulson, 2000) teachers tend to approach spelling as a task of rote memorisation or drill, and this view is reflected in the use of the dominant spelling strategy Look, Say, Cover, Write and Check (LSCWC or variations on the theme).

All the teachers relied on LSCWC strategy as an embedded daily routine but did so in fairly uninformed ways.