Describes how one teacher helped students in her third grade class, who had below average spelling and reading skills, improve their reading achievement by using a structured, graded, multifaceted approach to spelling instruction. (ARH)

This research report relates to one aspect of a longitudinal study conducted into children's spelling development during the first three years of formal schooling. The study aimed to monitor the development of conventional spelling in the unaided writing of children 5-7 years of age attending one of six schools in Great Britain and to consider the…

Reports a project in which the cued spelling technique was utilized among seven to nine year olds. Concludes that cued spelling is a technique that children can successfully utilize in a peer-tutoring format after relatively brief training using a minimum of special materials. (DB)

In this British study, two samples of secondary school students (total n=46) with poor literacy skills were given daily, individual help in small groups for their English and Humanities lessons. Comparison with similar students receiving more general instruction in either small groups or the mainstream found that experimental groups made far…

The 1993 Education Act in Great Britain presents classroom teachers and special educational needs coordinators with fresh challenges with students who have reading and writing failure. Improved initial training of primary teachers is needed so they are equipped to address manifest reading and spelling difficulties, predict where problems can…

This pack provides material for new tutors who are beginning to be involved in literacy work with adults. The activities can be used in one-to-one or small group situations and include a range of suggestions for beginning learners and those needing to brush up on their skills. This pack contains nine sections. Section 1 provides ideas for helping…