A spelling approach which incorporates music on a cassette with spelling, pronunciation, and definition of specific words was successful in improving junior high learning disabled students' spelling performance, self-esteem, and sequential memories. (CL)

A step-by-step relaxation technique for teaching spelling to learning disabled students is described. (JW)

A visual error scanning approach to the academic remediation of spelling disorders is described. (CL)

Learning disabled students frequently have difficulty with spelling. A process that develops the student's thinking so that he is able to discover spelling rules for himself encourages him to remember and use them. Rules governing when to double final consonants or drop silent e's illustrate the process. (VW)

Instructional procedures that teach spelling words in small instructional units, provide relevant practice with corrective feedback, and emphasize transfer to novel words and to writing sentences can substantially circumvent the effects of learning disabilities. (CL)

A "whole person" approach to spelling instruction included use of visualization, relaxation, music, suggestion, and memorization techniques for nine secondary students with poor spelling. All students demonstrated improved spelling skills as well as increased self-esteem and self-awareness. (CL)

The author asserts that the one skill that provides an easy competence for all children, spelling, is often neglected by teachers in special education. She discusses the definition of purposeful writing, myths of spelling, and procedures for spelling instruction for the child with learning difficulties. (SBH)

The author analyzes the problem-solving nature of spelling, notes its cognitive components, and reviews research findings relevant to learning disabled students. He emphasizes the need to understand spelling developmentally and chart-succeeding stages. (CL)

A professor involved with the HELDS project (Higher Education for Learning Disabled Students) discusses ways to modify instruction to accommodate students' spelling difficulties. Among methods cited are using chalkboards and quizzes to help students learn, re-explaining or presenting new concepts by using other kinds of formats or diagrams,…

Teaching suggestions are offered for teaching spelling to poor spellers strong in auditory processing skills but weak in visual processing skills. (Author/DB)

Spelling tricks for 35 sight words that can be used by learning disabled or regular classroom students are given. They include replacing silent or confusing letters with pictures to aid visual recall; locating a smaller, more familiar word in the longer word; and rhyming certain letter groups to related words. (VW)

Research on spelling performance of learning disabled students is reviewed and a case study cited to show that LD students can learn transferrable information about spelling through a procedure incorporating imitation, modeling, and practice. (CL)

Discusses how to expand the spelling vocabularies of students with learning disabilities, improve dictionary skills, instill a desire to spell words correctly, and perfect the abilities of students to detect and correct spelling errors. The methods used for junior high students with learning disabilities are described. (CR)

The Directed Spelling Thinking Activity (DSTA) is a method of teaching spelling to students with learning disabilities by encouraging active thinking and analysis of word patterns. With DSTA, students compare and contrast words that fit different but related spelling patterns. Words illustrating 37 spelling patterns are listed. (Author/DB)

The author describes a technique, a visual spelling approach, which has been used successfully with learning disabled students who demonstrate poor auditory discrimination but who have good visual skills. (SW)