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)

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)

A step-by-step relaxation technique for teaching spelling to learning disabled students is described. (JW)

Learning disabled students frequently have difficulty with spelling. A process that develops the student's thinking so that he is able to discover spelling rules for himself encourages him to remember and use them. Rules governing when to double final consonants or drop silent e's illustrate the process. (VW)

A language arts teacher describes a successful project for mainstreamed learning disabled students in which spelling words are used to make a design. Three examples are provided. (CL)

The author presents case histories in which children with reading and spelling problems learn to use their hands to connect reading with spelling. (CL)

Instructional procedures that teach spelling words in small instructional units, provide relevant practice with corrective feedback, and emphasize transfer to novel words and to writing sentences can substantially circumvent the effects of learning disabilities. (CL)

A "whole person" approach to spelling instruction included use of visualization, relaxation, music, suggestion, and memorization techniques for nine secondary students with poor spelling. All students demonstrated improved spelling skills as well as increased self-esteem and self-awareness. (CL)

The author analyzes the problem-solving nature of spelling, notes its cognitive components, and reviews research findings relevant to learning disabled students. He emphasizes the need to understand spelling developmentally and chart-succeeding stages. (CL)

Teaching suggestions are offered for teaching spelling to poor spellers strong in auditory processing skills but weak in visual processing skills. (Author/DB)

Spelling tricks for 35 sight words that can be used by learning disabled or regular classroom students are given. They include replacing silent or confusing letters with pictures to aid visual recall; locating a smaller, more familiar word in the longer word; and rhyming certain letter groups to related words. (VW)

Research on spelling performance of learning disabled students is reviewed and a case study cited to show that LD students can learn transferrable information about spelling through a procedure incorporating imitation, modeling, and practice. (CL)

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…