The article refutes the assumption that levels of developmental spelling in children indicate that formal instruction in spelling must not be practiced at certain of these levels. Further indications of the weaknesses of using developmental stages in spelling as a guide for instruction in this subject are described. (Author/CL)

Discusses the pros and cons of phonics for spelling. (MP)

Disagrees with recommendations made by developmental spelling researchers who advocate radical change in spelling instruction. Discusses flaws in developmental spelling research and questions researchers' advice to classroom teachers. (DR)

A review of research which concludes that there is no cause and effect relationship between speech errors and spelling errors, that there is a relationship between Black English and certain spelling errors, and that there is conflicting evidence on the use of intensive phonics in spelling programs. (DD)

Author concludes that the evidence from the science of phonetics and from the experimentation with dictionary syllabication shows that dictionary forms of word division are inappropriate for use in teaching reading and spelling. (Author/RY)

Recent research supports the theory that "phonetic knowledges and skills play an important part in spelling ability." Six research studies indicated a high and moderately high correlation between spelling skills and phonetic knowledge. Studies to determine whether or not the special teaching of phonetics would improve students' spelling…

Reviewed research on the effect of speech errors or dialect on children's spelling errors. Concluded evidence did not indicate clear relationship between speech and spelling. Speech therapy or dialect therapy not recommended as spelling technique. (ST)