Rebecca Bowers Sipe describes the experiences of challenged spellers and recommends a range of strategies for helping students take responsibility for their spelling. She suggests that teachers begin by observing samples of students' writing and weaving in skills lessons related to the needs observed. (Contains 1 figure.)

High school teacher Suzanne R. Kail and her students uncover the relevance of learning Latin and Greek roots to enhance vocabulary and spelling. Kail reflects on her experience of combining what might be seen as an old-school practice of memorization with promoting higher level thinking skills and anticipates what she will revise for the next…

Reports on a simple yet effective technique that motivates students to spell words carefully. (RL)

Discusses the complicated spelling rules of the English language and suggests students make use of a thesaurus in dictionary form. (RB)

Suggests several teaching approaches to spelling instruction at the secondary level. (MM)

Describes efficient spelling instruction as that which makes maximum use of the fact that part of our competence as speakers of English is our knowledge of underlying phonological forms." (Author/SW)

Suggests that personal spelling dictionaries and spelling error analysis are strategies which will help students improve their spelling more than memorizing lists of unrelated words from spelling books. (MS)

Describes a spelling program evolved out of reading in research and personal experimentation that focuses on teaching spelling generalizations, spelling demons, and words students misspell in their own written work. (JL)

Reports on a productive approach to secondary-school spelling instruction--one that emphasizes how and when to use the dictionary. Describes two of the many class activities that cultivate student use of the dictionary. (RL)

Describes the evolution in techniques of teaching spelling in America from 1642 to 1900 and reviews several popular spelling texts used during this period. (DD)

Explains ways of helping students to analyze and correct their spelling errors. Emphasizes the difference between composing well and using correct spelling. (EL)

Assesses the results of a study of spelling development on the junior high level. Concludes that spelling instruction in the upper grades is worthy of serious consideration. (NKA)

Advocates the elimination of seven negative instructional practices among English teachers. (RD)

Proposes to improve spelling at the high school level by incorporating it into the writing process, using computers to the best advantage, and fostering the improvement of both critical and creative thinking skills. (MS)