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)

Suggests a spelling riddle activity that can stimulate students' awareness of the complexities of English while providing practice in dictionary skills, phonics, and vocabulary development. Presents several examples. (MS)

A high school teacher describes techniques she used to help her students master a list of 500 commonly misspelled words. She found that this emphasis on spelling also improved students' reading comprehension, writing, and study skills. The word list is appended. (SJL)

Discusses a program in which high school students with inferior spelling skills received help through a system that taught them to spell by syllables. (FL)

Describes the development of a program that used fantasy characters and images to improve the spelling of children. (FL)

Suggests that spelling instruction must go beyond the use of a text or series and that spelling should be impressed on students as an important part of their writing. Proofreading, peer editing of compositions, and other techniques for spelling improvement are discussed. (SJL)

Discusses a study of fourth-grade students' spelling ability that was conducted in response to reports that students in a particular school district had poor spelling skills. (JC)

At Central High School, all departments are responsible for teaching spelling and writing. A uniform procedure has been adopted for evaluating student writing assignments, which includes a list for faculty and students of standard theme correction symbols and suggestions for improvement of specific errors. The list is included. (SJL)

Describes a plan for a spelling bee in which both sixth graders and senior citizens participate. Argues that such an activity impresses students with the idea that school learning has practical applications in the lives of adults. (HB)

A teacher explains two techniques he has used in high school English classes to increase students' confidence in their own abilities, by helping them to rely less on guessing when it comes to spelling and test-taking and more on realistic assessments of their own performance. (SJL)