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)

Ways in which childrens' literature may be used to help students become better spellers are discussed and suggestions are made for innovative class activities involving spelling skills. (JD)

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)

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

Reports on a simple yet effective technique that motivates students to spell words carefully. (RL)

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…

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

This book describes a way to develop effective spellers--boys and girls who have a system for writing words accurately in their school compositions and in personal messages. Teachers know that to develop effective spellers, they must attend to helpful rules and to regular practice. Most research on effective spelling can be reduced to these two…

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)

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)

A weekly plan is presented for teachers as an alternative to the more traditional spelling list and instructional techniques. Each student has an individualized spelling list featuring frequently misspelled words and content area vocabulary. Activities are designed to increase student confidence in spelling. (CB)

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)