Explores the historical and contemporary parallels and divergences that exist across a number of issues: the nature of the system of English spelling; the nature of the learner; the nature and scope of research on the learning of spelling or orthographic structure; and the nature of spelling instruction. (RS)

Presents research showing that spelling is a complex developmental process and that once the stages of development are identified, teachers can help students to develop strategies for learning standard English spelling, and they can assess students' progress more accurately. (SRT)

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

Describes a second grade teacher's shift from weekly spelling tests to a truly integrated language arts program. Concludes that children grow in spelling when teachers support them as readers and writers; children need time to explore language and words; and spelling should be taught with authentic reading and writing activities. (RS)

Indicates in poetic form the author's doubts about electronic devices that emphasize spelling drills; notes her preference for instruction based on patterns of language. (GT)

Offers a model of the spelling process and suggests a framework for diagnosis and for grouping of words. (DD)

To teach spelling, there is no need for a spelling book; instead use a word list and a dictionary and have students do a lot of writing. (DD)

Argues that orthographic knowledge develops amidst cultural activity for which reading and writing are social and intellectual tools. Advocates school-based spelling instruction that promotes a deep and thorough understanding of orthography. Contrasts "insulated" and "imbedded" spelling programs. (RS)

Presents annotations of 11 conference papers, journal articles, and research reports published from 1989 to 1991 that deal with effective techniques for spelling instruction. (RS)

Discusses how young minds come to understandings about how words work, what conditions are necessary for these realizations, and how teachers can help. Discusses instruction that hinders, allows, or helps students' progress. (RS)

A review of the Cohen study (1969) of the structural analysis methods used in spelling book exercises, and an update on the exercises contained in current texts. (DD)

Discusses the marginalization of spelling instruction. Presents several classroom implications supported by research on the development of orthographic knowledge as reflected in children's spelling errors. Addresses the issues related to placement, assessment, word study, and writing. (RS)

Describes an informal study that yielded information about differences between good and poor sixth-grade spellers in their awareness that spelling involves prediction strategies and in their awareness of letter frequencies, pattern frequencies, and positional constraints on spelling. Outlines a few implications for spelling instruction. (GT)