Examined elementary school spelling textbooks in order to determine the nature of current spelling instruction. (Author/MP)

Provides a variety of general guidelines for developing an effective spelling program. Argues that at a minimum, teachers should ensure that spelling instruction for a particular student is comprehensive, individualized, and based on a foundation of research evidence. (RH)

Discusses the pros and cons of phonics for spelling. (MP)

Disagrees with recommendations made by developmental spelling researchers who advocate radical change in spelling instruction. Discusses flaws in developmental spelling research and questions researchers' advice to classroom teachers. (DR)

An investigation of the relative effectiveness of several commonly used methods of spelling instruction, involving a sample of almost 3,000 third through eighth graders in 22 states. Spelling achievement was measured through the authors' Test of Written Spelling. (BF)

Author concludes that the evidence from the science of phonetics and from the experimentation with dictionary syllabication shows that dictionary forms of word division are inappropriate for use in teaching reading and spelling. (Author/RY)

Using recent research in linguistics and developmental psychology, this study suggests that English spelling can be taught systematically and that its mastery is central to literacy. Examines the levels at which spelling represents information about the English language and presents five stages of spelling knowledge through which achieving…

Reviewed research on the effect of speech errors or dialect on children's spelling errors. Concluded evidence did not indicate clear relationship between speech and spelling. Speech therapy or dialect therapy not recommended as spelling technique. (ST)

Describes and categorizes the ways in which first graders (two good and two poor spellers) used and talked about their spelling knowledge during a formal spelling test and an informal writing activity. Results suggested three categories of spelling knowledge: developmental stage spelling knowledge, suggested by written spellings; verbalized…

Outlines a theory of developmental spelling, evolved from research on children's invented spellings, that can show teachers when best to teach aspects of spelling. Provides examples and several minilessons of the alternative approach to spelling instruction called Word Study, whereby words are examined by sound, by within-word patterns, and by…

Presents an alternative approach to traditional spelling instruction, which is often an isolated event out of touch with the other language arts. Integration of spelling and word study activities with reading and writing activities provides reinforcement and encourages learning in all the language arts. (Author/LB)

Examines research evidence concerning the feasibility of a diagnostic approach to the teaching of spelling, presenting some suggestions based on that evidence for improving spelling instruction. (MP)

Cites study which shows that children use three clearly defined spelling strategies regardless of the type of instruction and that children approach high frequency and low frequency words differently. Subjects were 46 first-graders, 57 second-graders, 51 third-graders, and 43 fourth-graders enrolled in various Michigan schools. (BF/JH)

Compares a traditional approach to teaching spelling to a new approach which emphasizes competent independent spellers, learning the language system through practice, and student self-pacing. The new approach emphasizes strategy development, useful generalizations, proofreading, and appreciation of the history and structure of English. (RJC)

Describes a study of student visual metacognitive ability in spelling in conditions in which the student reads a word silently, the student reads the word aloud, or the teacher pronounced the word. Student predictions and confidence judgments about spellings were related to spelling accuracy. Ratings evidenced metacognitive spelling knowledge. (GH)