The fourth edition of this comprehensive resource helps future and practicing teachers recognize and assess literacy problems, while providing practical, effective intervention strategies to help every student succeed. The author thoroughly explores the major components of literacy, providing an overview of pertinent research, suggested methods…

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. Leading authority Edward S. Shapiro provides practical strategies for working with students across all grade levels (K-12) who are struggling with reading, spelling, written language, or math.…

This book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word,…

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)

Describes Spelling Cheerleading, a whole-group activity for spelling practice connecting the visual, auditory, and kinesthetic that students enjoy. (SR)

Techniques for teaching spelling to learning disabled elementary students are described, including suggestions for reinforcing learning. (JW)

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)

Responds to Ann B. Dobie's article, "Orthographic Theory and Practice, or How to Teach Spelling" ("Journal of Basic Writing," v5 n2). Describes how an informal spelling survey can help students analyze their strategies and errors to develop a sense of linguistic awareness. Includes a sample spelling survey. (MM)

Discusses a strategy that provides a structure for students to do what adults do naturally: determine the correct spelling of a word by rewriting it until it looks right. Notes that the technique can be incorporated into the classroom as a regular editing technique. (RS)

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)