This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters"…

Reviews spelling research and outlines five spelling techniques for content-area teachers to integrate into their lesson plans with a minimum of effort and time. (MM)

Ten teaching suggestions describe assessment, diagnostic, and remedial techniques for teaching spelling to the dyslexic student. (DB)

Presents two lessons to help students learn to spell well, explaining that students need authentic reasons for learning to spell. The strategies include (1) learning useful words (select words, list and study words, and post words) and (2) learning sounds, spelling patterns, and meaning--a spelling study (select the focus, find examples, group…

The author describes unorthodox techniques that she uses when conventional spelling rules fail to help her students to spell certain words correctly: exaggerated pronunciation, unconventional syllabication, and emphasis on root words. (SJL)

Argues that knowing the stages of spelling development can help teachers guide students to spelling improvement, consciousness, and competency. Suggests teaching methods. (FL)

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)

Recommends helping poor spellers improve by having them copy 100-word paragraphs, gradually decreasing the amount of time permitted for perfect copying. (TJ)

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)

Describes a spelling instruction method in which overhead transparencies, spelling lists, audio cassette practice tapes, and weekly quizzes are used. (TJ)

These strategies for teaching spelling to gifted students focus on student choice of words, personal dictionaries, cloze passages, categorizing or word sorting, words borrowed from other languages, word etymology, multiple meaning words, and onomatopoetic words. (JDD)

One way to improve spelling skills is to provide ample time and opportunity for children to proofread their work. (JH)

Intended for administrators and policymakers as well as teachers, this digest examines invented spelling, describes the developmental stages of learning how to spell, and considers implications for classroom instruction. After defining invented spelling, the digest describes the precommunicative, semiphonetic, phonetic, transitional, and correct…

Seven characteristics of an effective spelling program, supported by multiple independent research studies, are examined along with their implications for learning to spell. (HTH)