Offers views on the reading-spelling relationship by two spelling researchers, Jerry Zutell and J. Richard Gentry. Points out that all research supports some degree of formal word study. (MG)

Teachers can discover students' means of dealing with spelling as a problem through investigations of their error detection and correction skills. Approaches for measuring sensitivity and bias are described, as are means of developing appropriate instructional activities. (CL)

This booklet presents a simplified and improved method of writing or spelling English, which simply uses the standard 26-letter alphabet to spell words the way they are pronounced. The booklet criticizes the conventional English spelling system as unnecessarily difficult, inconsistent, and illogical and suggests that easy-to-learn "Basic…

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)

These strategies for teaching spelling to gifted students focus on student choice of words, personal dictionaries, cloze passages, categorizing or word sorting, words borrowed from other languages, word etymology, multiple meaning words, and onomatopoetic words. (JDD)

In an effort to improve spelling instruction in the elementary and middle schools, this booklet presents answers to 12 of the most commonly asked questions about spelling, based on a review of spelling research and a polling of authorities in the field. The booklet answers questions such as: (1) What is the most important single factor in spelling…

Diverse issues in the spelling curriculum must be resolved. One issue in spelling involves whether students learn to spell words better from a list or within the framework of a practical learning activity. Linguists advocate that words follow a pattern in spelling, yet research studies have been used to select lists of spelling words that may have…

Spelling is a developmental process that fits naturally within the writing process. It is supported through quality phonics instruction and phonemic awareness activities, and requires the use of multiple modalities which students say, write, and look at words while they are learning to spell. There are common myths that are associated with…

This article describes games appropriate for teaching spelling skills to underachieving gifted students. One game involves players dribbling a ball to letters attached to sticks driven into the ground, in a particular order that spells a word. (DB)

Traditional methods of teaching spelling emphasized that pupils might write each new spelling word correctly and repeatedly from a weekly list in the spelling textbook. Some weaknesses in this approach are that rote learning is being stressed without emphasizing application of what has been learned, and that there is nothing which relates the…

The paper reviews the history in the United States of spelling instruction, noting the multisensory approach advocated in Colonial times, the advent of the whole-word method in the 1840's, and more recent controversies, such as the one engendered by the generalization approach. Factors involved in spelling disabilities are cited. Analysis of…

This book presents 20 lessons, each of which that can be completed in 20 minutes. It presents basic spelling skills (not lists of words to memorize, instead words are selected to help students learn particular spelling skills or strategies), focuses on words used in everyday situations, uses word games to reinforce learning, and provides lots of…

The spelling difficulties of the adolescent dyslexic student are described, and techniques are presented to provide the student with the tools needed to cope with spelling requirements, including the study of vowel sounds, doubling the consonant following a short vowel, root words, and laws of probabilities. (JDD)

Describes the condition of learning-disabled adult spellers. Presents spelling strategies that accommodate all learning modalities. Details specific approaches to remediate spelling difficulties. Argues that hope for learning-disabled adult spellers lies in learning new spelling habits and effective coping techniques. (RS)

Spelling should be recognized as a developmental process that is child-initiated and discovery-based. Through use of an integrated whole language approach, children can be provided with opportunities to acquire spelling as a natural language process by beginning at their own developmental level and refining their internal knowledge of word…