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

Examines the state of the art of research on how spelling should be taught in the schools, the nature of spelling ability, and implications for teaching and further research. (HTH)

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

Patterns of misspelling common to children's writing are examined to help teachers recognize the strategies used by developing spellers so that they can provide more focused and individualized spelling instruction. (HTH)

Presents the characteristics of the more popular spelling theories, describes how the optimal spelling system would work, reviews recent research on spelling, and draws implications for the teaching of spelling. (DD)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)