In response to the preceding article by Robert L. Hillerich in the same issue of "Educational Leadership," the author argues that Hillerich's recommendations for spelling instruction do not take into account recent research on the cognitive processes involved in learning to spell. (RW)

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)

Intended for administrators and policymakers as well as teachers, this digest explores researchers' current understanding of English spelling and its acquisition as the basis for spelling instruction methods other than memorization. After defining spelling and the relationship between spoken English and its written system, the digest explores how…

Drawing upon research into the nature of the English writing system and about the development of spelling ability, this booklet presents an approach to improving spelling and vocabulary at the secondary school level based on a knowledge of the fabric of the language itself. The first section of the booklet reviews theory and research concerning…

A spelling study expert offers the following strategies for teaching elementary students to spell: making word-sorting games that categorize words by shared characteristics; playing letter-sequencing games; examining how root words and affixes combine to form new words; making spelling meaningful; and linking spelling study with editing and…

Drawing upon research into the nature of the English writing system and about the development of spelling ability, this booklet presents an approach to spelling in which learning to spell is viewed as a highly complex intellectual accomplishment that develops over time and in conjunction with a student's experience with and knowledge of the…

As a part of the National Conference on Research in English cooperative research project concerning teacher behavior in the language arts, a literature survey was made to locate studies describing the behaviors of teachers during spelling instruction. The search was limited to studies reported during the period November 1966 to November 1971.…

Although spelling instruction has traditionally treated almost every spelling word as requiring a separate learning act, recent research indicates that over 90% of American-English orthography actually is determined by a set of rules for unit phoneme-grapheme relationships, based with decreasing productivity upon three levels of…

In an attempt to resolve the controversy about the nature of our spelling system, researchers conducted a study of American English orthography which reaffirmed the case for teaching spelling on the basis of patterns of sound-to-letter correspondences. The controversy involved the Paul Hanna-James Moore study and Ernest Horn's critique of their…

Research evidence from linguistic studies of American English orthography and from neurophysiological and psychological research in ways that children learn indicates that the content and instructional practices of current spelling instruction programs should be drastically revised. Initial spelling instruction should encourage children to analyze…